The document summarizes a literature review and preliminary instrument developed for a Delphi study on essential practices for online instruction. The literature review analyzed 18 sources and identified 70 recommended practices across categories like facilitation, assessment, and instructional design. These practices will be used to develop a survey to determine which ones expert online instructors agree are essential at their institution. The goal is to establish guidelines to improve online instructor training and evaluation.
Researching e-portfolios: The current state of playdcambrid
The first in the Europortfolio project's series of open webinars, from February 7, 2014. Inter/National Coalition for Electronic Portfolio Research co-directors Darren Cambridge, Barbara Cambridge, and Kathleen Yancey present on the philosophy behind and design of the Coalition, how its results illustrate the principle of "scaling out," and the four propositions about assessment with e-portfolios and their non-negotiable core that Coalition members are currently exploring.
Measuring the impact of information literacy instruction: A starting point fo...Lorna Dodd
This document summarizes the results of a survey conducted by Lorna Dodd at University College Dublin (UCD) Library to measure the impact of information literacy instruction. The survey found that 43% of module coordinators had received library instruction for their students, most commonly in the form of lectures or workshops. An overwhelming majority of respondents felt that all students should receive library instruction. Students preferred subject-specific workshops and online videos or tutorials. Qualitative feedback indicated that instruction has benefits but needs to be tailored to subject needs and delivered through a variety of methods. The survey results provide implications for the future of information literacy instruction, including a need for active learning approaches and stronger evidence of the impact of instruction on student skills and resource discovery.
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
The PASS-IT project evaluated the use of computer-assisted assessment (CAA) across schools and colleges in Scotland. Key findings included that CAA was found to be a feasible alternative to paper-based assessment and did not disadvantage students. Benefits identified were instant feedback, increased student motivation, and potential for more flexible assessment. Barriers included technical issues, lack of infrastructure, and concerns about online assessment for high-stakes exams. Lessons learned included the need for quality assurance processes, staff training, and a phased approach combining online and paper assessments.
This document provides an overview of the agenda and goals for a workshop on impact studies being conducted as part of the ROER4D project. The workshop aims to facilitate shared understanding of the impact studies, harmonization of methodologies, and refinement of proposals. Presentations will be given by grantees to discuss their proposed impact studies, which will employ a variety of research methods and frameworks. Participants will engage in critical discussion and peer review to explore key concepts, identify assumptions, and plan studies effectively.
PEDAGOGICAL COMPETENCE IN PROGRAMS TRANSITIONING TO DISTANCE DELIVERY:
Leadership, pedagogical competence and technological teaching/learning environment in a distance nursing program
Feedback to students about academic writing_INTEGRITY ProjectLaura Costelloe
This presentation - delivered to partners on the INTEGRITY project - provides some guidance to academic faculty on the theory and practice of providing feedback to students on academic writing. Prepared and delivered by Dr Laura Costelloe and Dr Mark Glynn, Teaching Enhancement Unit at Dublin City University. Incorporates material from the National Forum for the Enhancement of Teaching and Learning and the Y1 Feedback Project.
Researching e-portfolios: The current state of playdcambrid
The first in the Europortfolio project's series of open webinars, from February 7, 2014. Inter/National Coalition for Electronic Portfolio Research co-directors Darren Cambridge, Barbara Cambridge, and Kathleen Yancey present on the philosophy behind and design of the Coalition, how its results illustrate the principle of "scaling out," and the four propositions about assessment with e-portfolios and their non-negotiable core that Coalition members are currently exploring.
Measuring the impact of information literacy instruction: A starting point fo...Lorna Dodd
This document summarizes the results of a survey conducted by Lorna Dodd at University College Dublin (UCD) Library to measure the impact of information literacy instruction. The survey found that 43% of module coordinators had received library instruction for their students, most commonly in the form of lectures or workshops. An overwhelming majority of respondents felt that all students should receive library instruction. Students preferred subject-specific workshops and online videos or tutorials. Qualitative feedback indicated that instruction has benefits but needs to be tailored to subject needs and delivered through a variety of methods. The survey results provide implications for the future of information literacy instruction, including a need for active learning approaches and stronger evidence of the impact of instruction on student skills and resource discovery.
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
The PASS-IT project evaluated the use of computer-assisted assessment (CAA) across schools and colleges in Scotland. Key findings included that CAA was found to be a feasible alternative to paper-based assessment and did not disadvantage students. Benefits identified were instant feedback, increased student motivation, and potential for more flexible assessment. Barriers included technical issues, lack of infrastructure, and concerns about online assessment for high-stakes exams. Lessons learned included the need for quality assurance processes, staff training, and a phased approach combining online and paper assessments.
This document provides an overview of the agenda and goals for a workshop on impact studies being conducted as part of the ROER4D project. The workshop aims to facilitate shared understanding of the impact studies, harmonization of methodologies, and refinement of proposals. Presentations will be given by grantees to discuss their proposed impact studies, which will employ a variety of research methods and frameworks. Participants will engage in critical discussion and peer review to explore key concepts, identify assumptions, and plan studies effectively.
PEDAGOGICAL COMPETENCE IN PROGRAMS TRANSITIONING TO DISTANCE DELIVERY:
Leadership, pedagogical competence and technological teaching/learning environment in a distance nursing program
Feedback to students about academic writing_INTEGRITY ProjectLaura Costelloe
This presentation - delivered to partners on the INTEGRITY project - provides some guidance to academic faculty on the theory and practice of providing feedback to students on academic writing. Prepared and delivered by Dr Laura Costelloe and Dr Mark Glynn, Teaching Enhancement Unit at Dublin City University. Incorporates material from the National Forum for the Enhancement of Teaching and Learning and the Y1 Feedback Project.
This document contains a word cloud and text from a five-year plan for LEAP State Georgia. The plan discusses developing a stronger statewide system through a steering committee, annual conferences, and improved communication. It also outlines goals for individual institutions, such as incorporating LEAP into strategic plans, developing community partnerships, and providing professional development for faculty on essential learning outcomes. The plan aims to strengthen LEAP implementation at both the system and institutional levels in Georgia over five years.
Portfolios in Higher Education: Capitalizing on the Digital and Interactivedcambrid
This document summarizes different models and approaches for using digital portfolios in higher education. It discusses how digital portfolios can ease management, offer feedback, scaffold learning, document lifelong learning, and enable multimedia reflection. Several case studies are described that exemplify these approaches, such as using portfolios to assess writing skills, facilitate collaborative learning, and document leadership development. Challenges and benefits of these models are discussed.
The document summarizes preliminary findings from the Connect to Learning (C2L) Core Student Survey administered in Fall 2011 and Spring 2012. It provides an overview of the survey, describes the respondent demographics, and presents frequency distributions of selected survey items related to attitudes towards ePortfolios. It also analyzes scales measuring faculty and peer feedback, and their relationship to integrative learning outcomes and students' personalization of their ePortfolios. The document concludes by discussing implications and identifying next steps to improve the survey and guide future C2L research efforts.
This document presents a national developmental model for successful ePortfolio practice from the Center for Teaching and Learning (C2L). The model examines ePortfolio projects from four perspectives: integrative and social pedagogy; digital technology; outcomes assessment; and scaling implementation. For each perspective, it identifies key questions and strategies for students, faculty/staff, programs, and institutional support. The goal is to provide guidance for institutions on strategies, principles and practices that contribute to effective ePortfolio implementation across these levels.
CEMCA EdTech Notes: Learning Analytics for Open and Distance EducationCEMCA
Learning analytics use large datasets from learning management systems to improve learning and teaching. They focus on providing "actionable intelligence" through metrics, reports, and recommendations. Effective use of learning analytics requires consideration of context, people, and learning design. While learning analytics have potential to enhance education, they also raise issues regarding teaching models, learner privacy, and ensuring analytics do not reinforce biases.
This document discusses organizational culture and learning organizations. It defines organizational culture and describes its characteristics. There are four main types of organizational culture: clan, adhocracy, market, and hierarchy. Strategies for strengthening culture include the actions of leaders, rewards, workforce stability, and socializing employees. A learning organization facilitates members' learning and transformation to remain competitive. Features include systems thinking, personal mastery, mental models, shared vision, and team learning. Benefits are innovation, responsiveness, quality, and image. Adult learning principles emphasize value of process, experience, goals, relevance, practicality, and respect. Learning styles are visual, auditory, and tactile/kinesthetic. WNS is used as an
This document summarizes the Integrative Learning Design Framework (ILDF) used in a design research study called LiteracyAccess Online (LAO). The ILDF involves 4 phases: 1) Informed Exploration to investigate effectiveness of a technology-based literacy environment and how literacy strategies are used, 2) Enactment to develop a prototype based on phase 1 results, 3) Evaluation of local impact through formative evaluation cycles, and 4) Evaluation of broad impact through dissemination. The LAO study used these phases to design an online reading tutor, revealing insights like parents having little knowledge of reading strategies to use with children.
This document discusses engaging students in research and inquiry within community and further education institutions that provide higher education (CBHE). It reviews literature on integrating research-based learning and scholarly activity into the curriculum. The document presents strategies for involving students in research, such as having them work on research teams, applied research projects, or student-led journals. It also discusses developing students' research skills progressively throughout their studies. Overall, the document argues that engaging students in research and inquiry can enhance their learning experience and help develop skills needed for their future professions.
How the Centre for Innovation in Higher Education (CIHE) drives and enhances multi-disciplinary pedagogic innovation
Presented at the Advance HE Teaching and Learning Conference 2-4 July 2019 by Dr Simon Pratt-Adams (Director of CIHE), Dr Emma Coonan (Research Fellow, CIHE), Dr Paul Dyer (Senior Lecturer in Biomedical Science, Anglia Ruskin University), David Jay (Language Skills Tutor, Anglia Ruskin University), Sarah Etchells (Acting Director of Studies, Anglia Ruskin University) and Paul Driver (Learning Technologist, Anglia Ruskin University).
How to Develop a Teaching and Learning Ecosystem That Is Truly Student Centred?Mantas Pupinis
A presentation delivered in a in the EU-CONEXUS international staff training week. EU-CONEXUS is one of the 17 European Universities funded by the European Commission’s flagship European Universities Initiative. It gathers 6 leading universities focusing on smart urban coastal sustainability.
Recent Trends in General Education Design, Learning Outcomes, and Teaching Ap...Robert Kelly
This report summarizes key findings from a national survey among chief academic officers at AAC&U member institutions and explores how institutions are defining common learning outcomes, trends related to general education design and the use of emerging, evidence-based teaching and learning practices. This is the second report in a series featuring findings from the survey conducted by Hart Research Associates for AAC&U. (full reports and slides with findings are available free online at www.aacu.org/about/2015-membersurvey.)
This new report, "Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches," includes respondents from across the full spectrum of public, private, two-year, and four-year institutions.
Presented by James Little (freelance and University of Sheffield) at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
The document provides an evaluation of UNLV's hybrid learning program between 2010-2012. It finds that the number of hybrid courses offered annually at UNLV has been increasing, with 100 hybrid courses offered during that period. The majority of instructors teaching hybrid courses had misconceptions about what constitutes a hybrid course. Most instructors also felt they lacked adequate training to teach hybrid courses. The evaluation recommends establishing clear definitions for different instruction modes, creating procedures for high-quality course development, and providing training for instructors on best practices for hybrid learning.
The document outlines the remit and goals of the Institute for Educational Cybernetics at the University of Bolton. The institute aims to develop an open framework of modules, deliver a Masters course, support learning initiatives, and conduct pedagogical research. The course is designed around students applying research and inquiry-based learning to improve their workplace and the lives of others. Students will join an online learning community to become mature professional practitioners and contributors to organizational improvement.
This document summarizes research on blended and digital learning. It finds that blended learning can be as effective as traditional learning, though some students may struggle more online. Research shows blended learning develops independence and skills beyond the classroom. However, teaching methods often rely more on lectures than interaction. Strong design, social connection, and teaching quality are keys to student success online. Sources offer further guidance on implementing blended models.
State and Directions of Learning Analytics Adoption (Second edition)Dragan Gasevic
The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach for advancing our understanding of the learning process. This promise motivated the emergence of the new field learning analytics and mobilized the education sector to embrace the use of data for decision-making. This talk will first introduce the field of learning analytics and touch on lessons learned from some well-known case studies. The talk will then identify critical challenges that require immediate attention in order for learning analytics to make a sustainable impact on learning, teaching, and decision making. The talk will conclude by discussing a set of milestones selected as critical for the maturation of the field of learning analytics. The most important take away from the talk will be that
- systemic approaches to the development and adoption of learning analytics are critical,
- multidisciplinary teams are necessary to unlock a full potential of learning analytics, and
- capacity development at institutional levels through the inclusion of diverse stakeholders is essential for full learning analytics adoption.
This is the second edition of the talk that previously gave under the same title on several occasions. The second edition reflects many developments happened in the field of learning analytics, especially those in the following two projects - http://he-analytics.com and http://sheilaproject.eu.
This document proposes implementing problem-based learning (PBL) in the College of Engineering and Built Environment at Dublin Institute of Technology. It defines PBL as an approach where students work collaboratively to solve complex, real-world problems, which provides motivation to learn. Research shows PBL fosters deeper learning and stronger application skills compared to lectures. The document discusses assessment methods, resources, and challenges for PBL, including aligning assessments with outcomes and addressing resourcing issues. It argues PBL aligns with external drivers to develop students' skills and presents an opportunity for DIT given its new Grangegorman campus facilities.
The document discusses federated search engines, which allow simultaneous searching of multiple distributed information sources from a single search interface. Federated search engines are needed because individual databases have different search interfaces and query languages. They provide access to information in the "deep web" that search engines like Google cannot reach. Examples of federated search engines discussed include MetaLib and WebFeat. Key criteria for selecting a federated search engine include hosting options, pricing, database compatibility, and interface customization.
This document contains a word cloud and text from a five-year plan for LEAP State Georgia. The plan discusses developing a stronger statewide system through a steering committee, annual conferences, and improved communication. It also outlines goals for individual institutions, such as incorporating LEAP into strategic plans, developing community partnerships, and providing professional development for faculty on essential learning outcomes. The plan aims to strengthen LEAP implementation at both the system and institutional levels in Georgia over five years.
Portfolios in Higher Education: Capitalizing on the Digital and Interactivedcambrid
This document summarizes different models and approaches for using digital portfolios in higher education. It discusses how digital portfolios can ease management, offer feedback, scaffold learning, document lifelong learning, and enable multimedia reflection. Several case studies are described that exemplify these approaches, such as using portfolios to assess writing skills, facilitate collaborative learning, and document leadership development. Challenges and benefits of these models are discussed.
The document summarizes preliminary findings from the Connect to Learning (C2L) Core Student Survey administered in Fall 2011 and Spring 2012. It provides an overview of the survey, describes the respondent demographics, and presents frequency distributions of selected survey items related to attitudes towards ePortfolios. It also analyzes scales measuring faculty and peer feedback, and their relationship to integrative learning outcomes and students' personalization of their ePortfolios. The document concludes by discussing implications and identifying next steps to improve the survey and guide future C2L research efforts.
This document presents a national developmental model for successful ePortfolio practice from the Center for Teaching and Learning (C2L). The model examines ePortfolio projects from four perspectives: integrative and social pedagogy; digital technology; outcomes assessment; and scaling implementation. For each perspective, it identifies key questions and strategies for students, faculty/staff, programs, and institutional support. The goal is to provide guidance for institutions on strategies, principles and practices that contribute to effective ePortfolio implementation across these levels.
CEMCA EdTech Notes: Learning Analytics for Open and Distance EducationCEMCA
Learning analytics use large datasets from learning management systems to improve learning and teaching. They focus on providing "actionable intelligence" through metrics, reports, and recommendations. Effective use of learning analytics requires consideration of context, people, and learning design. While learning analytics have potential to enhance education, they also raise issues regarding teaching models, learner privacy, and ensuring analytics do not reinforce biases.
This document discusses organizational culture and learning organizations. It defines organizational culture and describes its characteristics. There are four main types of organizational culture: clan, adhocracy, market, and hierarchy. Strategies for strengthening culture include the actions of leaders, rewards, workforce stability, and socializing employees. A learning organization facilitates members' learning and transformation to remain competitive. Features include systems thinking, personal mastery, mental models, shared vision, and team learning. Benefits are innovation, responsiveness, quality, and image. Adult learning principles emphasize value of process, experience, goals, relevance, practicality, and respect. Learning styles are visual, auditory, and tactile/kinesthetic. WNS is used as an
This document summarizes the Integrative Learning Design Framework (ILDF) used in a design research study called LiteracyAccess Online (LAO). The ILDF involves 4 phases: 1) Informed Exploration to investigate effectiveness of a technology-based literacy environment and how literacy strategies are used, 2) Enactment to develop a prototype based on phase 1 results, 3) Evaluation of local impact through formative evaluation cycles, and 4) Evaluation of broad impact through dissemination. The LAO study used these phases to design an online reading tutor, revealing insights like parents having little knowledge of reading strategies to use with children.
This document discusses engaging students in research and inquiry within community and further education institutions that provide higher education (CBHE). It reviews literature on integrating research-based learning and scholarly activity into the curriculum. The document presents strategies for involving students in research, such as having them work on research teams, applied research projects, or student-led journals. It also discusses developing students' research skills progressively throughout their studies. Overall, the document argues that engaging students in research and inquiry can enhance their learning experience and help develop skills needed for their future professions.
How the Centre for Innovation in Higher Education (CIHE) drives and enhances multi-disciplinary pedagogic innovation
Presented at the Advance HE Teaching and Learning Conference 2-4 July 2019 by Dr Simon Pratt-Adams (Director of CIHE), Dr Emma Coonan (Research Fellow, CIHE), Dr Paul Dyer (Senior Lecturer in Biomedical Science, Anglia Ruskin University), David Jay (Language Skills Tutor, Anglia Ruskin University), Sarah Etchells (Acting Director of Studies, Anglia Ruskin University) and Paul Driver (Learning Technologist, Anglia Ruskin University).
How to Develop a Teaching and Learning Ecosystem That Is Truly Student Centred?Mantas Pupinis
A presentation delivered in a in the EU-CONEXUS international staff training week. EU-CONEXUS is one of the 17 European Universities funded by the European Commission’s flagship European Universities Initiative. It gathers 6 leading universities focusing on smart urban coastal sustainability.
Recent Trends in General Education Design, Learning Outcomes, and Teaching Ap...Robert Kelly
This report summarizes key findings from a national survey among chief academic officers at AAC&U member institutions and explores how institutions are defining common learning outcomes, trends related to general education design and the use of emerging, evidence-based teaching and learning practices. This is the second report in a series featuring findings from the survey conducted by Hart Research Associates for AAC&U. (full reports and slides with findings are available free online at www.aacu.org/about/2015-membersurvey.)
This new report, "Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches," includes respondents from across the full spectrum of public, private, two-year, and four-year institutions.
Presented by James Little (freelance and University of Sheffield) at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
The document provides an evaluation of UNLV's hybrid learning program between 2010-2012. It finds that the number of hybrid courses offered annually at UNLV has been increasing, with 100 hybrid courses offered during that period. The majority of instructors teaching hybrid courses had misconceptions about what constitutes a hybrid course. Most instructors also felt they lacked adequate training to teach hybrid courses. The evaluation recommends establishing clear definitions for different instruction modes, creating procedures for high-quality course development, and providing training for instructors on best practices for hybrid learning.
The document outlines the remit and goals of the Institute for Educational Cybernetics at the University of Bolton. The institute aims to develop an open framework of modules, deliver a Masters course, support learning initiatives, and conduct pedagogical research. The course is designed around students applying research and inquiry-based learning to improve their workplace and the lives of others. Students will join an online learning community to become mature professional practitioners and contributors to organizational improvement.
This document summarizes research on blended and digital learning. It finds that blended learning can be as effective as traditional learning, though some students may struggle more online. Research shows blended learning develops independence and skills beyond the classroom. However, teaching methods often rely more on lectures than interaction. Strong design, social connection, and teaching quality are keys to student success online. Sources offer further guidance on implementing blended models.
State and Directions of Learning Analytics Adoption (Second edition)Dragan Gasevic
The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach for advancing our understanding of the learning process. This promise motivated the emergence of the new field learning analytics and mobilized the education sector to embrace the use of data for decision-making. This talk will first introduce the field of learning analytics and touch on lessons learned from some well-known case studies. The talk will then identify critical challenges that require immediate attention in order for learning analytics to make a sustainable impact on learning, teaching, and decision making. The talk will conclude by discussing a set of milestones selected as critical for the maturation of the field of learning analytics. The most important take away from the talk will be that
- systemic approaches to the development and adoption of learning analytics are critical,
- multidisciplinary teams are necessary to unlock a full potential of learning analytics, and
- capacity development at institutional levels through the inclusion of diverse stakeholders is essential for full learning analytics adoption.
This is the second edition of the talk that previously gave under the same title on several occasions. The second edition reflects many developments happened in the field of learning analytics, especially those in the following two projects - http://he-analytics.com and http://sheilaproject.eu.
This document proposes implementing problem-based learning (PBL) in the College of Engineering and Built Environment at Dublin Institute of Technology. It defines PBL as an approach where students work collaboratively to solve complex, real-world problems, which provides motivation to learn. Research shows PBL fosters deeper learning and stronger application skills compared to lectures. The document discusses assessment methods, resources, and challenges for PBL, including aligning assessments with outcomes and addressing resourcing issues. It argues PBL aligns with external drivers to develop students' skills and presents an opportunity for DIT given its new Grangegorman campus facilities.
The document discusses federated search engines, which allow simultaneous searching of multiple distributed information sources from a single search interface. Federated search engines are needed because individual databases have different search interfaces and query languages. They provide access to information in the "deep web" that search engines like Google cannot reach. Examples of federated search engines discussed include MetaLib and WebFeat. Key criteria for selecting a federated search engine include hosting options, pricing, database compatibility, and interface customization.
The document discusses digital financial capability and opportunities to empower people through technology. It analyzes where people currently use technology, such as social media and mobile phones, and how payday lenders successfully engage customers online. It proposes initiatives like a mobile money management app, online money mentors, local deals through "Money Maps", and SMS subscriptions with financial tips. The goal is to provide affordable digital tools and information to help people build skills and confidence around money matters.
The document presents a lesson on calculating the volume of a cone. It defines a cone as having one circular base and one curved surface, with the height forming a right angle to the radius. The formula for the volume of a cone is given as 1/3 * π * r^2 * h, where r is the radius of the base and h is the height. Several example problems are worked through demonstrating how to use the formula. Key concepts such as Pythagorean theorem are also explained.
This document discusses how to make the most of a digital marketing internship. It provides tips for preparing your application, choosing an internship, and interviewing. For the application, it recommends defining your areas of interest such as account management, copywriting, design, or technology. The resume should include relevant education, experience in social media, blogging, or coding. When choosing an internship, considerations include independent agencies which provide more responsibility versus traditional agencies which offer more support. The interview involves selling your passion and knowledge, and asking questions about expectations, learning opportunities, and hiring. During the internship, interns should be proactive finding work and asking questions, and treat it like a full-time job.
StepInMobile Company Presentation (RUS)StepInMobile
StepInMobile - компания-разработчик мобильных приложений. Мы создаем качественные интересные приложения для наших клиентов. За два года существования компании мы разработали более 20 приложений для платформ iOS и Android.
The document discusses e-resource sharing through library consortia in India, specifically the N-LIST program. It provides background on e-resources and defines library consortia as collaborative efforts to acquire access to databases, e-journals, and e-books. N-LIST is a major consortium run by two large Indian groups that provides access to over 6000 e-journals and 92,000 e-books. The document also describes a study conducted that examined the accessibility and use of N-LIST services by teaching faculty at colleges affiliated with the University of Mumbai. It discusses the methodology, findings which showed high use of resources like EPW but low use of training and e-books. Suggestions are made to improve skills and
The document discusses federated search engines, which allow simultaneous searching of multiple distributed information sources from a single search interface. Federated search engines provide access to the "deep web" that common search engines cannot index. They work by submitting user queries to various deep web resources and aggregating the results. The document compares features of federated search engines to normal search engines. It also outlines criteria for selecting the best federated search engine, and provides examples like MetaLib and WebFeat.
Petunjuk teknis pengisian form spt ppn 1111Bilqis Nayna
Petunjuk teknis pengisian form SPT masa PPN 1111 menjelaskan bahwa form terdiri dari 1 halaman induk dan 6 lampiran yang saling terkait. Data pada form induk akan otomatis mengisi lampiran-lampiran dan perhitungan pada setiap lampiran akan otomatis mengisi form dan lampiran lain. Field wajib diisi ditandai merah dan hasil perhitungan otomatis ditandai angka 0.
Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
Leadership in eLearning: Developing the Next Generation of LeadersMark Brown
This document summarizes a presentation by Dr. Mark Brown and Dr. Kaye Shelton on developing leadership in eLearning. It introduces the speakers and their institutions. It then discusses the Quality Scorecard, a research-based evaluation instrument with 75 indicators across 9 categories to assess quality in online education. Example indicators are provided. The document notes that the Quality Scorecard can be used to engage stakeholders, identify improvement areas, and support accreditation. It is being adopted internationally and will soon be available in additional languages. The presentation addresses using the Online Learning Consortium's interactive version of the scorecard and takes questions.
Jisc webinar: Curriculum design: Changing the paradigmJisc
This document summarizes a webinar on curriculum design presented by Helen Beetham and Marianne Sheppard. The webinar aimed to provide a greater understanding of how a strategic approach to curriculum design can lead to better learner and stakeholder outcomes. It covered key challenges in curriculum design, areas of transformation including learning, curriculum and institutions, and actions institutions can take. Examples of curriculum design projects from various universities were also discussed. The webinar encouraged interaction from participants on polling questions regarding their institution's curriculum challenges and priorities.
The document summarizes a presentation on reimagining assessment and feedback given by consultants from Jisc. It discusses Jisc's current research on trends in assessment, principles of good assessment, results from a poll on concerns in the higher education assessment landscape, examples of how technology can help implement assessment principles, and looking to the future of assessment including what is not yet supported digitally. The presentation engaged participants in activities to discuss tools, examples of good practice, and future support needs.
Dissertation Presentation literature review.pptxShwetaKashiv1
The document summarizes research on the use of peer assessment in education. It discusses five peer-reviewed articles on topics related to peer assessment, such as comparing authentic vs traditional assessment, using peer learning and tutoring to teach sustainability, investigating relationships between peer ratings and academic performance, developing models for online self-and-peer assessment, and exploring the benefits of peer-peer learning activities. For each article, it provides the author(s), title, intent, process, outcome, research gaps, and inferences. The summaries concisely highlight the key points and findings discussed in each research paper.
This document provides tips and guidance for effective online teaching and learning. It discusses the importance of giving learners control over their learning experience online. It also reviews models for online learning and moderation, such as Salmon's five-stage model of online teaching. Finally, it provides practical tips, such as encouraging learner interaction, providing clear instructions and feedback, and designing online modules to actively engage students.
Researching ePortfolios: The current state of play- Darren Cambridge, Barbara...EPNET-Europortfolio
#ePortfolios #Webinar
webianr available at https://www.youtube.com/watch?v=AUVTGmLHYmU
Published on Feb 19, 2014
Researching ePortfolios: The current state of play led by Darren Cambridge, Babara Cambridge and Kathleen Blake Yancey
This webinar was held on Friday 7th Febuary 2014 by www.europortfolio.org
This webinar discusses the research on e-portfolios, presenting the work of the Inter/National Coalition for Electronic Portfolio Research as a model for collaborative inquiry embedded within the process of implementation that both generates new knowledge and leads to successful results.
Over more than a decade, the Coalition has worked with nearly 70 further and higher education institutions in the US, Canada, the UK, Australia, and the Netherlands to better understand how e-portfolios can supporting learning, assessment, and institutional change.
The webinar will provide an overview of the Coalition's process, survey some results from cohorts that have completed their work, and discuss current questions it is investigating and how they might apply to cross-sector practice in Europe.
For more information about the Coalition and its work see http://ncepr.org/
Webinar leaders will be: Barbara Cambridge, Director, Washington Office, National Council of Teachers of English, Darren Cambridge, Principal Consultant, Networked Learning Group, American Institutes for Research and Kathi Yancey, Kellogg W. Hunt Professor of English and Distinguished Research Professor, Florida State University.
Europortfolio is a European Network of ePortfolio Experts & Practitioners.
Europortfolio, a not-for profit association established with the support of the European Commission, is, dedicated to exploring how e-portfolios and e-portfolio-related technologies and practices can help us to empower:
1. 'Individuals as reflective learners and practitioners;
2. Organisations as a place for authentic learning and assessment, and
3. Society as a place for lifelong learning, employability and self-realisation."
Europortfolio has a broad agenda, if you would wish to know more, or to get involved, you can do this by visiting our website www.europortfolio.org
CrICET: Building Capacity for Collaboration between Schoolsedcocp
This document discusses building capacity for collaboration between schools through collaborative professional learning and enquiry. It outlines four elements needed for effective networking and collaboration: purpose, people, processes, and structures. Different structures for collaboration are described, including wheel-and-spoke and thematic/role-based structures. Effective collaborative processes discussed include action research, learning walks, lesson study, and instructional rounds. The document emphasizes using enquiry methodologies to improve practice through collaboration between schools.
The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Development and Use of the Hybrid Learning Modelcies
1) The Hybrid Learning Model was developed to describe teaching and learning processes with a focus on the learner perspective. It combines elements from existing models into a set of flashcards that capture interactions and roles.
2) Initial evaluations found it provided practitioners with greater awareness of the learner role and expectations, and learners felt it helped them understand what was expected and adapt to new learning situations.
3) Future developments include a fully online version of the tool and expanding its uses, such as for student research or academic induction. Evaluations so far have been very positive.
Olc 2017 april-how to promote large scale adoption of adaptive courseware allKaren Vignare
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Essential Practices for Online Instruction - Early Research
1. Exploring Essential Practices
for Online Instruction: A
literature-based instrument
Virtual Presentation – June 26-29, 2012
Jenni Hayman, Athabasca University
3. Presentation Abstract
This presentation describes a literature review and comparison
analysis developed as part of a proposed Delphi Method study
(Fall 2012 completion expected) to populate a preliminary
instrument for the Method. The proposed study will explore
essential practices for online instruction at a higher education
institution.
The focused literature review supported the development of a
preliminary instrument for a Delphi Method, and was achieved
through a qualitative comparison analysis across 18 works
from the literature of online learning.
The instrument will be used to support a web-based survey
with expert online instructors to determine which of the
practices they agree are essential at their institution.
4. Change in Higher Education
Web-based, instructor-led, online learning is a new delivery
mode for higher education institutions. Online delivery, as a
student choice, has demonstrated significant growth over the
past 5-10 years
5. 2005-2010
Number of Students Taking at Least One Online Course (millions)
Source: Allen & Seaman for Sloan Consortium (Annual Reports 2006-2011)
6. Change in Higher Education
Two of the most influential higher education learning relationships, that of
student to instructor, and that of student to student, are significantly
impacted by online learning as a new delivery mode. A Distance Education
model of the past (Community of Inquiry) describes practices that contribute
to success when students and instructors are distant from each other.
Effective online instruction requires professional development for online
instructors to successfully transition from classroom-based instructional
strategies to the strategies available (opportunities) in online delivery.
Effective institutional support for online instructors may require the
identification of essential practices (on an institution-by-institution basis) to
ensure that training in those practices is consistently offered (professional
development) and that the essential practices are followed by all online
instructors as an issue of institutional quality assurance for students
(evaluation).
7. The Problem
There is strong literature-based agreement that many (not all) skills required
for online teaching differ from those for traditional classroom teaching
Online instructor training and evaluation is a vital aspect of successful online
learning programs
Online instructor training is not effectively offered by institutions (in many
cases), or taken up by online instructors (Pagliari, Batts & McFadden, 2009)
There is little agreement on “essential” or even “recommended” practices in
the literature of online learning.
With few guidelines, institutions and online instructors may need to forge
their own guidelines
8. Purpose
The purpose of the master’s thesis study, in which the
literature-based instrument is situated, will be to confirm a
set of essential practices for online instruction at a higher
education institution
Research Question
Given a literature-based set of recommended practices for
online instruction, what practices would a group of expert
online instructors agree are essential for their institution?
9. Full Literature Review – One Slide
Institutions and instructors are learning simultaneously, in partnership
with researchers, about the new field of online learning. There is strong
agreement across the literature that support and professional
development for online instructors is key to the success and quality of
online programs.
Online instructors and institutions may benefit from a set of
recommended practices for online instruction to establish or improve
support and professional development for instructors, to contribute to
institutional hiring criteria for online instructors and more effectively and
objectively evaluate the work of online instructors as an element of
institutional quality assurance.
While historic higher, adult and distance education practices have a rich
history of research and theory, that may inform methods of online
instruction, there is little empirical research, or consensus, clearly
defining a recommended set of practices for online instruction.
10. Methodology – What is a Delphi
Method?
“an iterative process to collect and distill the anonymous
judgments of experts using a series of data collection and
analysis techniques interspersed with feedback”
(Skumolski, Hartman & Krahn, 2007)
Use of the Delphi Method for quantitative education
research was described by a number of researchers as an
effective choice (convenient and valid) where the purpose of
the research was to articulate, distill and confirm expert
opinion on focused issues
It is typically conducted via web-based survey with a new
instrument developed specifically for the study
11. Need for literature-based
recommendations as a starting
place
In order to conduct a successful Delphi Method, it is helpful to
present a preliminary instrument as a basis from which experts
may begin the process of consensus (Skumolski, Hartman &
Krahn, 2007; Franklin & Hart, 2007; Manizade & Mason, 2011;
Larcara, 2010).
As a response to indications found across the majority of the
literature, that there is no “standard” set of recommended
practices for online instruction, one may be developed in a
variety of ways. For purposes of the proposed master’s study,
aligning with recommended Delphi Method practice, the
development of a new literature-based instrument was
undertaken.
12. Preliminary Instrument for a Delphi
Method
18 works from the literature including book chapters,
research reports and practitioner-experience articles
(reports and articles all from peer-reviewed journals)
80-85 codes representing practices in online instruction -
reduced to 70
1,115 phrases coded
frequency analysis used to develop set of recommended
practices (range is from minimum of 10 references across
the 18 works, to a maximum of 57 references)
13. The list of recommended
practices
The following set of recommended practices, presented in categories, represents the findings of a
qualitative comparison analysis of 18 works from the literature of online learning:
Facilitation/Direct Instruction
•Consciously engineer and support the building of a learning community among students.
•Model appropriate, expected behaviours and posting requirements for discussion boards and other
participatory activities.
•Make sound pedagogical use of available technology to engage and immerse students in the learning
experience.
•Exhibit passion, enthusiasm and commitment to your discipline, the students and online learning.
•Allow students to manage their own learning and lead others in group projects and discussion
participation.
•Contribute current resources from your experience and work in your discipline.
14. The list
Facilitation/Direct Instruction (continued)
•Guide students to resources for information, teach them to discern validity and ultimately generate new
knowledge for themselves.
•Facilitate critical and active reflection from the learners about what they are learning and how it is applied
in their own practice.
•Emphasize the importance of regular work, steady applications, sound self-pacing and scheduling.
•Ensure direct instruction is targeted to the known course level of the students and course in the context
of its program.
•Adopt a facilitative role within the learning community.
•Maintain appropriate communication behaviour in the learning environment and manage disruptive
students.
•Maintain momentum in the course by being proactive and modeling diligence in completing tasks.
•Recognize conflict in student discussion boards and groups, know when and how to intervene.
15. The list
Assessment
•Provide constructive, supportive feedback with concrete suggestions for improvement.
•Monitor student activity and performance. Know when, at what level and how to intervene when students
are struggling.
•Align assessments with course objectives and subject aims to enhance student vocational and
disciplinary skills.
•Provide assessment activities that are project- and workplace-based and are constructed
collaboratively. Encourage students to provide real-life examples.
•Gain an understanding of student prior knowledge, including any misconceptions to establish new
knowledge generation.
•Provide students a choice of assignments, instructional path and activities when possible.
•Utilize recommended analysis methods to determine whether effective learning is occurring in
participatory activities.
16. The list
Instructional Design
•Apply instructional strategies appropriate to the delivery technology, the students and the learning
objectives.
•Create and select learning materials and experiences that align with adult learning theory.
•Assess and discuss learning styles among students. Use a variety of audio, visual and kinesthetic
instructional strategies to support findings.
•Strategically motivate students with interesting, relevant and current content and activities.
•Ensure that learning activities provide opportunities for students to present, challenge, analyze and
reflect on real life situations.
•Develop and utilize activities and group work that foster collaborative and cooperative learning.
•Choose appropriate content presentation styles according to student-centred learning recommendations
and discipline best practice.
17. The list
Instructional Design (continued)
•Continually evaluate the effectiveness of the course through student and peer feedback.
•Design and utilize student-centred, discussion-oriented pedagogy.
•Maintain the currency, comprehensiveness, applicability and interaction level of the course.
•Devise activities that encourage social and learning interaction student to student.
•Embed frequent opportunities for students to self-assess their learning progress using a variety of
activities.
•Model and ensure academic integrity in all course materials and communication.
•Ensure that all materials in the course are copyright compliant, model legal and ethical use of copyright.
18. The list
Student Support
•Provide program and course orientation to prepare students for learning in an
online environment.
•Assist students with incentive and opportunity to share their understandings,
their culture, and the unique aspects of themselves at the beginning of the
course.
•Assist students to set challenging goals for their own learning and
communicate your high expectations for the achievement of learning
objectives.
•Assist students with the technology used in the course. Accommodate
students with disabilities.
•Convey compassion, humanity, patience and empathy with students.
19. The list
Communication
•Provide clear student expectations for all aspects of the course including participation, assignments,
assessments and communication.
•Engage in frequent and meaningful communication with students, invite them to contact you.
•Model consistency, clarity, cohesiveness, conciseness and academic standards in all communications.
•Provide students with your rationale for pedagogic choice of materials and assessments.
Administration/Organization
•Carefully plan and organize all course elements, the outline, the content, communication places,
activities and assessments.
•Effectively administrate the course through the tools of the learning management system.
•Ensure that your philosophical and academic approach to course design and teaching are in line with
that of your institution.
20. The list
Professional Development
•Master the skills required to effectively facilitate and manipulate the online
environment including current and emergent technologies.
•Participate in frequent professional development to ensure pedagogic
excellence.
•Set and communicate the intellectual climate of the course, maintain personal
expertise in your discipline.
•Develop a presence in online learning and discipline-specific communities of
practice, teach and learn with peers.
21. The 18 works
• Anderson, T. (2008a). Towards a theory of online learning. In T. Anderson (Ed.) The Theory and
Practice of Online Learning (pp. 45-74). Athabasca, AB: AU Press.
• Anderson, T. (2008b). Teaching in an online learning context. In T. Anderson (Ed.) The Theory and
Practice of Online Learning (pp. 343-365). Athabasca, AB: AU Press.
• Aubteen Darabi, A., Sikorski, E., & Harvey, R. (2006). Validated competencies for distance teaching.
Distance Education, 27(1), 105-122.
• Bangert, A. (2008). The development and validation of the student evaluation of online teaching
effectiveness. Computers in the School, 25(1-2), 24-47.
• Bates, C., & Watson, M. (2008). Re-learning teaching techniques to be effective in hybrid and online
courses. Journal of American Academy of Business, Cambridge, 13(1), 38-44.
• Bawane, J., & Spector, J.M. (2009). Prioritization of online instructor roles: Implications for
competency-based teacher education programs. Distance Education, 30(3), 383-397.
• Cobbett, S. (2010). Pedagogical evaluation of online courses. In Proceedings of World Conference on
Educational Multimedia, Hypermedia and Telecommunications 2010, 2324-2329. Chesapeake, VA:
AACE.
22. The 18 works (continued)
• Egan, T., & Akdere, M. (2005). Clarifying distance education roles and competencies: Exploring
similarities and differences between professional and student-practitioner perspectives. The
American Journal of Distance Education, 19(2), 87-103.
• Fish, W., & Wickersham, L. (2009). Best practices for online instructors: Reminders. The Quarterly
Review of Distance Education, 19(3), 279-284.
• Gaytan, J., & McEwen, B. (2007). Effective online instructional assessment strategies. The American
Journal of Distance Education, 21(3), 117-132.
• Henry, J., & Meadows, J. (2008). An absolutely riveting online course: Nine principles for excellence
in web-based teaching. Canadian Journal of Learning and Technology, 34(1), 75-90.
• Pagliari, L., Batts, D., & McFadden, C. (2009). Desired versus actual training for online instructors in
community colleges. Online Journal of Distance Learning Administration, 12(4). Retrieved from
http://www.westga.edu/~distance/ojdla/winter124/pagliari124.html
• Smith, T. (2005). Fifty-one competencies for online instruction. The Journal of Educators Online, 2(2),
1-18. Retrieved from http://www.thejeo.com/Ted%20Smith%20Final.pdf
23. The 18 works (continued)
• Swan, K. (2010). Teaching and learning in post-industrial distance education. In M. Cleveland-Innes
and D. Garrison (Eds.), An Introduction to Distance Education: Understanding Teaching and Learning
in a New Era (pp. 108-134). NY: Routledge.
• Tallent-Runnels, M., Thomas, J., Lan, W., Cooper, S., Ahern, T., Shaw, S., & Liu, X. (2006). Teaching
courses online: A review of the research. Review of Educational Research, 76(1), 93-135.
• Varvel, V. (2007). Master online teacher competencies. Online Journal of Distance Learning
Administration, 10(1). Retrieved from
http://www.westga.edu/~distance/ojdla/spring101/varvel101.htm
• Yang, Y., & Cornelious, L. (2005). Preparing instructors for quality online instruction. Online Journal of
Distance Learning Administration, 8(1), Retrieved from
http://www.westga.edu/%7Edistance/ojdla/spring81/yang81.pdf
• Zsohar, H., & Smith, J. (2008). Transition from the classroom to the Web: Successful strategies for
teaching online. Nursing Education Perspectives, 29(1), 23-28.
Editor's Notes
Jenni Hayman, an instructional designer at Ryerson University in Toronto, also a Master of Education candidate at Athabasca University. This presentation and paper will describe a study Jenni is undertaking for her Master’s work and focuses on the development of a literature-based preliminary instrument that will be used for the study’s Delphi Method.
This slide sets up trends in online learning as one element of the problem the overall study addresses.
Allen & Seaman reports from 2005
Bullet point 1: Garrison, D., Anderson, T. & Archer, W. (2000) Community of Inquiry describes a learning environment and the elements that contribute to its success. Teaching Presence, Social Presence and Cognitive Presence. The proposed study focuses on Teaching Presence in the context of recommended and essential practices for online instruction that contribute to a successful Community of Inquiry.
Bullet point 2: Professional development supporting instructors to improve their skills delivering on essential practices is a key element of instructor support that institutions must provide.
Bullet point 3: Institutions (and online instructors) would benefit from clear guidelines regarding essential practices for online instruction.
1st bullet point - (Yang & Cornelious, 2005: Zsohar & Smith, 2008; Anderson 2008b; Trentin, 2010 )
2nd – (Chua & Lam, 2007; Crow, McGuinty & LeBaron, 2008; Fish & Wickersham, 2009; Smith, 2005 )
3rd - finding of this master’s study research
4th - (Bates & Sangrà, 2011; Endean, Bai & Du, 2010; Hong 2008 )
These are pulled from the Master’s Thesis proposal.
80 works from the literature of online learning, distance education and adult education were reviewed for this proposal focusing on works that describe online teaching and learning pedagogy, technology and the specific and applied practices of instruction online. Most works were published between 2005 to the 2011. 18 key works were used in the development of the proposed preliminary instrument.
(Skumolski, Hartman & Krahn, 2007; Franklin & Hart, 2007; Manizade & Mason, 2011; Larcara, 2010)
18 works specifically selected for their description of practices in online instruction were reviewed and coded for a comparison analysis. The resulting set of practices, common across the works represents the core data for the preliminary instrument.