This document summarizes a study that categorized online learners into four segments based on their behaviors: Ambivalent Learners, Adaptive Learners, Rebel/Free-Form Learners, and Time-Sensitive Learners. It describes the characteristics of each segment and how they differ in terms of learning factors, interests, difficulties, demographics, and more. It then discusses implications for supporting different types of learners and areas for further research.
Santiago blay botany biology 332 2008-syllabussuzshaff
This document provides the syllabus and schedule for a Biology 332: Botany lecture and laboratory course taught in the spring of 2008. It outlines the course details including the instructor, meeting times, required materials, grading breakdown, policies, and tentative schedule. The course aims to provide a survey of plant morphology, physiology, taxonomy, and ecology through both lecture and hands-on laboratory experiences. Students will be assessed through chapter questions, weekly lab reports, a collective book review, and a final presentation.
Santiago blay intro. biology, non-science majors spring-2010_syllabus_1suzshaff
This document provides information about the laboratory portion of the Biology 105 course, including instructor details, policies, grading, and required materials. The laboratory will develop skills in dissection, analysis, and data collection, paralleling lecture topics. Students must attend all classes and take assessments on time, contacting the instructor if they miss due to documented emergencies or conflicts. The laboratory score will be based on quizzes, a report, and presentation, with no extra credit offered.
This syllabus outlines the course Biology 495 (Aquatic Entomology and Water Pollution) which will be taught in the spring 2006 semester. The course will meet on Tuesdays and Thursdays from 8:00-9:20AM for lecture and Tuesdays from 6:00-9:00PM for the laboratory component. The instructor is Dr. Jorge A. Santiago-Blay and his contact information is provided. The course will cover topics related to aquatic insects and their use as indicators of water pollution. Students will be assessed through exams, quizzes, homework, and class participation. Resources and policies are also outlined.
This document provides an overview of the syllabus for an introductory mass communication course held in fall 2009. It outlines the required textbook, use of the online platform Blackboard, weekly course structure, assignments including chapter tests, discussions, presentations and a media-free blog. Grading is based on tests, study plans, assignments, discussions and attendance. The course aims to provide foundational knowledge of the mass media field and promote critical thinking skills through interactive lessons and technology.
The document discusses selecting the appropriate training approach and delivery method by outlining the ADDIE model of analysis, design, development, implementation, and evaluation. It emphasizes choosing a delivery method like instructor-led, online, or on-the-job training that matches the content type and considers factors like behavior change, group size, and evaluation needs. Aligning the right delivery approach to content and learners is key to effective instruction according to the expert.
2011Building student success best practices for developing an effective stude...WCET
Nontraditional students face unique challenges that can be compounded in a distance-learning environment. Ensuring success, engagement and persistence for adult students requires not only academic support but personalized assistance in balancing the demands of work, family, and school. A recent study by Stanford University found that coaching greatly enhanced the success of nontraditional students, and did so cost-effectively. This workshop will provide practical advice from administrators implementing two different models of coaching to enhance student outcomes. Excelsior College has been working with a corporate partner, while the Connecticut Distance Learning Consortium is using a Fund for the Improvement of Postsecondary Education grant with four community colleges to build a collaborative coaching model. Inside Track will provide actionable insights into how to develop effective coaching programs, presenting results from more than 50 controlled studies.
EduTools 2.0 is an updated comparison tool for learning management systems (LMS). It surveys key aspects of LMSs like portal functionality, communication tools, assessments, and pricing. The document discusses revising EduTools to address changing needs around ubiquitous technology, converging feature sets, and a focus on learning over learner management. It also explores related topics like personal learning environments, semi-permeable system borders, and interoperability. Authentication systems are similarly surveyed based on their functionality, user experience, pricing, support, and integration capabilities. The results will help inform LMS selection and improvement of comparison resources like EduTools.
Santiago blay botany biology 332 2008-syllabussuzshaff
This document provides the syllabus and schedule for a Biology 332: Botany lecture and laboratory course taught in the spring of 2008. It outlines the course details including the instructor, meeting times, required materials, grading breakdown, policies, and tentative schedule. The course aims to provide a survey of plant morphology, physiology, taxonomy, and ecology through both lecture and hands-on laboratory experiences. Students will be assessed through chapter questions, weekly lab reports, a collective book review, and a final presentation.
Santiago blay intro. biology, non-science majors spring-2010_syllabus_1suzshaff
This document provides information about the laboratory portion of the Biology 105 course, including instructor details, policies, grading, and required materials. The laboratory will develop skills in dissection, analysis, and data collection, paralleling lecture topics. Students must attend all classes and take assessments on time, contacting the instructor if they miss due to documented emergencies or conflicts. The laboratory score will be based on quizzes, a report, and presentation, with no extra credit offered.
This syllabus outlines the course Biology 495 (Aquatic Entomology and Water Pollution) which will be taught in the spring 2006 semester. The course will meet on Tuesdays and Thursdays from 8:00-9:20AM for lecture and Tuesdays from 6:00-9:00PM for the laboratory component. The instructor is Dr. Jorge A. Santiago-Blay and his contact information is provided. The course will cover topics related to aquatic insects and their use as indicators of water pollution. Students will be assessed through exams, quizzes, homework, and class participation. Resources and policies are also outlined.
This document provides an overview of the syllabus for an introductory mass communication course held in fall 2009. It outlines the required textbook, use of the online platform Blackboard, weekly course structure, assignments including chapter tests, discussions, presentations and a media-free blog. Grading is based on tests, study plans, assignments, discussions and attendance. The course aims to provide foundational knowledge of the mass media field and promote critical thinking skills through interactive lessons and technology.
The document discusses selecting the appropriate training approach and delivery method by outlining the ADDIE model of analysis, design, development, implementation, and evaluation. It emphasizes choosing a delivery method like instructor-led, online, or on-the-job training that matches the content type and considers factors like behavior change, group size, and evaluation needs. Aligning the right delivery approach to content and learners is key to effective instruction according to the expert.
2011Building student success best practices for developing an effective stude...WCET
Nontraditional students face unique challenges that can be compounded in a distance-learning environment. Ensuring success, engagement and persistence for adult students requires not only academic support but personalized assistance in balancing the demands of work, family, and school. A recent study by Stanford University found that coaching greatly enhanced the success of nontraditional students, and did so cost-effectively. This workshop will provide practical advice from administrators implementing two different models of coaching to enhance student outcomes. Excelsior College has been working with a corporate partner, while the Connecticut Distance Learning Consortium is using a Fund for the Improvement of Postsecondary Education grant with four community colleges to build a collaborative coaching model. Inside Track will provide actionable insights into how to develop effective coaching programs, presenting results from more than 50 controlled studies.
EduTools 2.0 is an updated comparison tool for learning management systems (LMS). It surveys key aspects of LMSs like portal functionality, communication tools, assessments, and pricing. The document discusses revising EduTools to address changing needs around ubiquitous technology, converging feature sets, and a focus on learning over learner management. It also explores related topics like personal learning environments, semi-permeable system borders, and interoperability. Authentication systems are similarly surveyed based on their functionality, user experience, pricing, support, and integration capabilities. The results will help inform LMS selection and improvement of comparison resources like EduTools.
This document provides a rubric for evaluating faculty peer review at Ashford University. It contains sections on fostering critical thinking in students, providing instructive feedback, communicating high expectations, and establishing relationships. The rubric describes performance levels from Distinguished to Introductory/Beginning for each section and provides additional feedback and recommendations for faculty.
2010 Creating Videocast Lectures for Online CoursesWCET
Creating videocast lectures and embedding them in Pearson LearningStudio involves several steps:
1. Create a YouTube account to upload videos. Use iMovie or Windows Live Movie Maker to record a short lecture video under 10 minutes with good lighting and notes.
2. Upload the raw video file to YouTube. Then use editing tools to trim clips and add titles, music, etc. Save and publish the edited video to YouTube.
3. Copy the HTML embed code from the YouTube video page. Paste this code into the HTML view of a "Text/Multimedia" content item in Pearson LearningStudio. This embeds the YouTube video in the course.
This document summarizes a panel discussion on open educational resources (OER) from the WCET Annual Conference in Denver. The panelists discussed their organizations' efforts to support OER, including MERLOT's collection of over 30,000 materials, the Orange Grove's work on open textbooks in Florida, and Kentucky's Learning Depot which provides open resources aligned to common core standards. The panel explored how partnerships can help increase access to high quality open textbooks and other materials to reduce costs and support student success.
This document discusses the creation of an online searchable database of over 10,000 courses from more than 100 educational providers in Ontario, Canada. It describes how the database was built from scratch by copying information directly from provider websites. Key lessons learned included that complexity can kill projects, it is better to ask forgiveness than permission, and having a results-focused project manager is important for success. The resulting Ontario Online Learning Portal now contains over 10,000 courses and 800 programs searchable by students.
The document discusses an institution's efforts to improve success rates for at-risk online students from 2005-2010. It identifies factors that placed students at risk and implemented interventions like tracking student activity and providing personalized outreach. As a result, the percentage of at-risk students completing courses increased by 2% to 84% over three years and the percentage earning a C or higher increased by 2% to 68%. The institution aims to further improve success in core subjects and enhance case management and instructor dashboards.
Educational engineers design effective and dynamic learning environments by connecting educational theory and research to tools and materials. They determine educational goals and design spaces to meet those goals, using data to assess outcomes. Unlike traditional teachers focused on standardization, educational engineers create environments where students can access personalized learning to address their immediate needs. The role requires precision in planning, understanding how to rethink learning spaces, materials, tools, learners and assessment.
This document discusses several key elements of effective learning according to learning theory and brain science. It states that students must actively process new information in order to convert it to long-term memory. This involves linking new knowledge to prior knowledge through practices like discussion and writing. It also emphasizes the importance of presenting information in chunks, allowing time for cognitive processing, and incorporating different learning styles.
This study surveyed online faculty across institutions to validate a list of 95 teaching tasks and examine the frequency, importance, and time commitment of these tasks. Key findings include:
1) The top 5 most frequently reported tasks related to maintaining privacy/records and communicating with students.
2) Tasks rated most important for student learning involved clear expectations, feedback, and responding to students.
3) Many tasks took more time online than face-to-face, especially communication and discussion monitoring.
4) Less experienced faculty rated basic tasks as more important while veterans saw advanced tasks as more impactful.
The study aims to further analyze task importance by experience level and needs help identifying missing tasks or surveying additional
The document discusses CENTSS, a partnership between educational organizations that provides tools and training to help institutions develop and deliver quality online student services. CENTSS expanded an existing research project on best practices in online student services. It launched in 2005 and provides resources, models of best practices, workshops, and a 200-item online student services audit tool used by over 200 institutions. The audit assesses services across 5 generations of online delivery quality. Audit benefits include establishing baselines, identifying improvement areas, benchmarking progress, and informing technology decisions.
This document summarizes a survey on optimizing faculty workload and learning effectiveness. The survey was conducted between 2008-2012 with 29 institutions responding. Preliminary findings show a wide range in faculty teaching loads, from 9-72 credit hours per year for full-time faculty and 9-60 hours for adjuncts. Factors like class size, preparation time, and communication time vary significantly. Respondents identified the number of classes taught and administrative duties as most impacting workload. The document discusses further analyzing the findings and continuing the national dialogue on relating workload to student outcomes.
The document discusses image processing in the frequency domain. It covers topics such as the Fourier transform, Hartley transform, and their fast variants. The Fourier transform represents an image as a sum of sine and cosine waves, while the Hartley transform uses only real numbers. Convolution can be performed efficiently in the frequency domain by multiplying the Fourier/Hartley transforms of the image and template and taking the inverse transform. Deconvolution involves finding the inverse of the template to recover the original image from its convolution with the template.
The document discusses how academic dishonesty has increased significantly in recent decades, with over 70% of college students admitting to cheating, and explores various common and innovative methods that students use to cheat, such as hiding notes in clothing, calculators, online resources, and communicating via cell phones during tests. The presentation emphasizes the shared responsibility of administrators, faculty, and students to promote a culture of academic integrity.
This document discusses the College Choices for Adults website, which aims to assist adult learners in choosing distance higher education programs and promote transparency among institutions. The website provides institutional data like demographics and satisfaction rates, as well as program-level learning outcomes and results. A key feature is requiring programs to report learning assessment data. The website and its data are reviewed by WCET for quality. Charter Oak State College and Franklin University piloted providing their data and found benefits like improved transparency and use of data for decision-making.
This document summarizes a presentation on effective course design for online learning. It discusses instructional design models and strategies for project management, subject matter expert support, and tools for interactivity. It also covers best practices for mobile learning, including developing a mobile strategy and considerations for good mobile design.
2011Challenges and Successess in Faculty DevelopmentWCET
This document discusses challenges and strategies for faculty development at different types of institutions. It profiles three institutions: Grand Canyon University (for-profit), Park University (private non-profit), and Boise State University (public). All three institutions face challenges related to communication, resources, and motivating adjunct and full-time faculty. However, they employ different strategies like online portals, communities of practice, and stipends to better support faculty and scale development programs. Key themes are creating community, effective communication, pedagogical focus, and flexible faculty development models.
The presentation discussed the growing problem of student financial aid fraud, including common schemes like fraud rings. Institutional representatives from Rio Salado College and Dallas TeleCollege Online shared strategies to prevent fraud such as verifying student identity and prior education, monitoring for duplicate accounts, and staff training. Close inter-institutional collaboration and integrating prevention with student success initiatives were emphasized.
This document summarizes Cal State Fullerton's strategy for piloting e-textbooks on campus. It discusses three phases of pilots conducted from 2012-2013 to test integration of e-textbooks into the learning management system and assess student and faculty experiences. The pilots revealed that while students enjoyed certain e-textbook features, adoption is still slow due to high costs and lack of publisher content. The university aims to develop a sustainable enterprise e-textbook model through closer partnerships between vendors, publishers, and academic programs.
This document provides an overview of process mapping and guidelines for creating process maps. It discusses what a process map is, why an organization might map its processes, and tips for getting started. It also includes four case studies that illustrate how process mapping can be used to clarify complex processes, visualize changes to business processes, and expose areas for improvement. The case studies demonstrate how process mapping creates a common understanding and defines responsibilities for various processes.
An overview of an instructional model used in a 2009 community college teaching experiment by Michelle Pacansky-Brock including student survey results. VoiceThread was used as an online formative assessment tool to provide scaffolding of individualized learning and support for cognitive growth to improve students' higher order thinking skills. Transforming class time from passive to active learning opened opportunities for relevant, active learning activities.
This document summarizes a presentation about effectively using technology in teaching. It discusses the characteristics of the "Google Generation" of students and best practices for teaching, including encouraging student-faculty contact and active learning. It provides three guiding principles for using technology in a way that does not duplicate work, is relevant to course goals, and better achieves goals than alternatives. The presentation considers when and where learning occurs and how technology can support both in-class and out-of-class times and spaces. Examples of technologies that can be used include presentation software, asynchronous and synchronous communication tools, web content, and collaborative writing platforms. Caution is advised to implement technology in small portions and have backups.
The document discusses research on postgraduate student perceptions of their transition into postgraduate study. It begins by outlining previous assumptions that postgraduate students do not struggle with the transition as much as other students. However, more recent research has found that the transition can be difficult. The current study utilized focus groups to understand postgraduate student experiences and identify ways to better support their transition. Four key themes emerged: 1) more support is needed at the start of courses, 2) available support is not always helpful or individualized, 3) courses are poorly organized, and 4) some positives of available support. Students provided suggestions such as more guidance on assignments and academic writing. The study provides insight into challenges postgraduate students face and how
This document provides a rubric for evaluating faculty peer review at Ashford University. It contains sections on fostering critical thinking in students, providing instructive feedback, communicating high expectations, and establishing relationships. The rubric describes performance levels from Distinguished to Introductory/Beginning for each section and provides additional feedback and recommendations for faculty.
2010 Creating Videocast Lectures for Online CoursesWCET
Creating videocast lectures and embedding them in Pearson LearningStudio involves several steps:
1. Create a YouTube account to upload videos. Use iMovie or Windows Live Movie Maker to record a short lecture video under 10 minutes with good lighting and notes.
2. Upload the raw video file to YouTube. Then use editing tools to trim clips and add titles, music, etc. Save and publish the edited video to YouTube.
3. Copy the HTML embed code from the YouTube video page. Paste this code into the HTML view of a "Text/Multimedia" content item in Pearson LearningStudio. This embeds the YouTube video in the course.
This document summarizes a panel discussion on open educational resources (OER) from the WCET Annual Conference in Denver. The panelists discussed their organizations' efforts to support OER, including MERLOT's collection of over 30,000 materials, the Orange Grove's work on open textbooks in Florida, and Kentucky's Learning Depot which provides open resources aligned to common core standards. The panel explored how partnerships can help increase access to high quality open textbooks and other materials to reduce costs and support student success.
This document discusses the creation of an online searchable database of over 10,000 courses from more than 100 educational providers in Ontario, Canada. It describes how the database was built from scratch by copying information directly from provider websites. Key lessons learned included that complexity can kill projects, it is better to ask forgiveness than permission, and having a results-focused project manager is important for success. The resulting Ontario Online Learning Portal now contains over 10,000 courses and 800 programs searchable by students.
The document discusses an institution's efforts to improve success rates for at-risk online students from 2005-2010. It identifies factors that placed students at risk and implemented interventions like tracking student activity and providing personalized outreach. As a result, the percentage of at-risk students completing courses increased by 2% to 84% over three years and the percentage earning a C or higher increased by 2% to 68%. The institution aims to further improve success in core subjects and enhance case management and instructor dashboards.
Educational engineers design effective and dynamic learning environments by connecting educational theory and research to tools and materials. They determine educational goals and design spaces to meet those goals, using data to assess outcomes. Unlike traditional teachers focused on standardization, educational engineers create environments where students can access personalized learning to address their immediate needs. The role requires precision in planning, understanding how to rethink learning spaces, materials, tools, learners and assessment.
This document discusses several key elements of effective learning according to learning theory and brain science. It states that students must actively process new information in order to convert it to long-term memory. This involves linking new knowledge to prior knowledge through practices like discussion and writing. It also emphasizes the importance of presenting information in chunks, allowing time for cognitive processing, and incorporating different learning styles.
This study surveyed online faculty across institutions to validate a list of 95 teaching tasks and examine the frequency, importance, and time commitment of these tasks. Key findings include:
1) The top 5 most frequently reported tasks related to maintaining privacy/records and communicating with students.
2) Tasks rated most important for student learning involved clear expectations, feedback, and responding to students.
3) Many tasks took more time online than face-to-face, especially communication and discussion monitoring.
4) Less experienced faculty rated basic tasks as more important while veterans saw advanced tasks as more impactful.
The study aims to further analyze task importance by experience level and needs help identifying missing tasks or surveying additional
The document discusses CENTSS, a partnership between educational organizations that provides tools and training to help institutions develop and deliver quality online student services. CENTSS expanded an existing research project on best practices in online student services. It launched in 2005 and provides resources, models of best practices, workshops, and a 200-item online student services audit tool used by over 200 institutions. The audit assesses services across 5 generations of online delivery quality. Audit benefits include establishing baselines, identifying improvement areas, benchmarking progress, and informing technology decisions.
This document summarizes a survey on optimizing faculty workload and learning effectiveness. The survey was conducted between 2008-2012 with 29 institutions responding. Preliminary findings show a wide range in faculty teaching loads, from 9-72 credit hours per year for full-time faculty and 9-60 hours for adjuncts. Factors like class size, preparation time, and communication time vary significantly. Respondents identified the number of classes taught and administrative duties as most impacting workload. The document discusses further analyzing the findings and continuing the national dialogue on relating workload to student outcomes.
The document discusses image processing in the frequency domain. It covers topics such as the Fourier transform, Hartley transform, and their fast variants. The Fourier transform represents an image as a sum of sine and cosine waves, while the Hartley transform uses only real numbers. Convolution can be performed efficiently in the frequency domain by multiplying the Fourier/Hartley transforms of the image and template and taking the inverse transform. Deconvolution involves finding the inverse of the template to recover the original image from its convolution with the template.
The document discusses how academic dishonesty has increased significantly in recent decades, with over 70% of college students admitting to cheating, and explores various common and innovative methods that students use to cheat, such as hiding notes in clothing, calculators, online resources, and communicating via cell phones during tests. The presentation emphasizes the shared responsibility of administrators, faculty, and students to promote a culture of academic integrity.
This document discusses the College Choices for Adults website, which aims to assist adult learners in choosing distance higher education programs and promote transparency among institutions. The website provides institutional data like demographics and satisfaction rates, as well as program-level learning outcomes and results. A key feature is requiring programs to report learning assessment data. The website and its data are reviewed by WCET for quality. Charter Oak State College and Franklin University piloted providing their data and found benefits like improved transparency and use of data for decision-making.
This document summarizes a presentation on effective course design for online learning. It discusses instructional design models and strategies for project management, subject matter expert support, and tools for interactivity. It also covers best practices for mobile learning, including developing a mobile strategy and considerations for good mobile design.
2011Challenges and Successess in Faculty DevelopmentWCET
This document discusses challenges and strategies for faculty development at different types of institutions. It profiles three institutions: Grand Canyon University (for-profit), Park University (private non-profit), and Boise State University (public). All three institutions face challenges related to communication, resources, and motivating adjunct and full-time faculty. However, they employ different strategies like online portals, communities of practice, and stipends to better support faculty and scale development programs. Key themes are creating community, effective communication, pedagogical focus, and flexible faculty development models.
The presentation discussed the growing problem of student financial aid fraud, including common schemes like fraud rings. Institutional representatives from Rio Salado College and Dallas TeleCollege Online shared strategies to prevent fraud such as verifying student identity and prior education, monitoring for duplicate accounts, and staff training. Close inter-institutional collaboration and integrating prevention with student success initiatives were emphasized.
This document summarizes Cal State Fullerton's strategy for piloting e-textbooks on campus. It discusses three phases of pilots conducted from 2012-2013 to test integration of e-textbooks into the learning management system and assess student and faculty experiences. The pilots revealed that while students enjoyed certain e-textbook features, adoption is still slow due to high costs and lack of publisher content. The university aims to develop a sustainable enterprise e-textbook model through closer partnerships between vendors, publishers, and academic programs.
This document provides an overview of process mapping and guidelines for creating process maps. It discusses what a process map is, why an organization might map its processes, and tips for getting started. It also includes four case studies that illustrate how process mapping can be used to clarify complex processes, visualize changes to business processes, and expose areas for improvement. The case studies demonstrate how process mapping creates a common understanding and defines responsibilities for various processes.
An overview of an instructional model used in a 2009 community college teaching experiment by Michelle Pacansky-Brock including student survey results. VoiceThread was used as an online formative assessment tool to provide scaffolding of individualized learning and support for cognitive growth to improve students' higher order thinking skills. Transforming class time from passive to active learning opened opportunities for relevant, active learning activities.
This document summarizes a presentation about effectively using technology in teaching. It discusses the characteristics of the "Google Generation" of students and best practices for teaching, including encouraging student-faculty contact and active learning. It provides three guiding principles for using technology in a way that does not duplicate work, is relevant to course goals, and better achieves goals than alternatives. The presentation considers when and where learning occurs and how technology can support both in-class and out-of-class times and spaces. Examples of technologies that can be used include presentation software, asynchronous and synchronous communication tools, web content, and collaborative writing platforms. Caution is advised to implement technology in small portions and have backups.
The document discusses research on postgraduate student perceptions of their transition into postgraduate study. It begins by outlining previous assumptions that postgraduate students do not struggle with the transition as much as other students. However, more recent research has found that the transition can be difficult. The current study utilized focus groups to understand postgraduate student experiences and identify ways to better support their transition. Four key themes emerged: 1) more support is needed at the start of courses, 2) available support is not always helpful or individualized, 3) courses are poorly organized, and 4) some positives of available support. Students provided suggestions such as more guidance on assignments and academic writing. The study provides insight into challenges postgraduate students face and how
This course introduces students to educating students with exceptionalities. It covers theoretical issues, research, and clinical practices for individuals with exceptionalities. The course objectives are to understand characteristics of different exceptionalities, laws pertaining to special education, how biological and environmental factors influence development, and strategies for modifying instruction to meet student needs. Requirements include participating in class, completing readings, and assembling a portfolio on researching specific disabilities.
The document describes SPICEonline, an online induction program for international students coming to study in the UK. It aims to help with students' transition by providing information, activities and interactions to develop necessary skills. Learning tools include quizzes, discussions, blogs and student podcasts. An evaluation of the program found discussions most engaging and student voices most relevant. Evaluators felt it could adequately prepare students for UK higher education through exposure to academic skills and sociocultural expectations. Suggested enhancements included a collaborative wiki glossary and more opportunities for interactions with experienced students.
Engage 2013, SXSWedu, Christy Price, Casey Green, Carey Roberts -- Making the...Cengage Learning
Kenneth C. Green, The Campus Computing Project, Moderator
Christy Price, Dalton State College & Carey Roberts, Arkansas Tech University, Panelists
The intellectual roots of the current conversation about student engagement can be traced to the
1984 Involvement in Learning report of the US Department of Education’s Study on the Conditions of
Excellence in Postsecondary Education. The Involvement report challenged faculty and institutions
to recognize and to leverage the importance of student “involvement” and motivation in the postsecondary experience. Over the past 26 years, the concept of student involvement has morphed
into efforts to foster student engagement: campuses and curricular content providers now strive to
develop and provide learning experiences and course materials that are “sticky” — that draw students in
and reinforce their motivation to learn. The panel session will highlight initiatives that have successfully
fostered student engagement, with particular attention to millennial learners
District Administration Webinar: Blended LearningJeff Piontek
This document discusses blended learning and provides definitions and models. It defines blended learning as a formal education program where students learn through both online and in-person means, with some control over time, place, path and pace of learning. It describes six models of blended learning that exist on a continuum from completely face-to-face to completely online. The models provide varying levels of student independence, use of technology, and flexibility. The document advocates for reframing our thinking about blended learning to focus on student outcomes and differentiation to meet individual student needs.
This document summarizes a workshop on teaching in higher education that discussed the benefits and challenges of large and small group teaching. The workshop covered three main theories of teaching, principles of effective teaching, scenarios to critique different teaching approaches, and techniques like problem-based learning and the flipped classroom. Participants were encouraged to reflect on their practice and consider new approaches to trigger thinking and improve student learning.
The document discusses several learning style models including Kolb's, Fleming's VAK/VARK model, Gardner's theory of multiple intelligences, and Felder-Silverman's model. Kolb's model includes converger, diverger, assimilator, and accommodator styles. Fleming's model focuses on visual, auditory, and kinesthetic styles. Gardner identified eight types of intelligence. Felder-Silverman's model examines four dimensions of learning styles: sensing/intuitive, visual/verbal, active/reflective, and sequential/global. The document also discusses using learning style assessments and adapting teaching methods to incorporate different modalities to engage various learning styles.
1. The document outlines classroom expectations and policies for Mrs. Wolf's biology class, including expectations for behavior, absences, notebooks, tests, labs, cheating, and projects.
2. Students must check the class website for any missed work after an absence and make up tests within 4 days of returning. Notebooks will be checked at the end of each unit for a grade.
3. The document provides the test schedule with units covering topics like cells, genetics, evolution, and ecology, and lists the standards measured by each assessment.
The document discusses three types of curricula: the intended curriculum set by the state, the implemented curriculum delivered by teachers, and the attained curriculum actually learned by students. It notes that the implemented curriculum has the strongest relationship to student achievement. It also discusses essential skills, knowledge and vocabulary for learning targets and content validity.
The document provides rubrics to assess student work on an Educreations mini garden lesson project. It includes categories and levels of performance to evaluate use of time, note taking, quality of sources, permissions, mechanics, workload, storyboards, final presentations, and self/peer assessment. Performance is ranked on a scale of 1 to 4, with 4 being advanced and 1 being beginning level. Criteria address tasks such as dividing work equally, using sources, spelling/grammar, and delivering clear and engaging presentations.
Highlights from e expectations 2012 s geyer noel-levitzStephaneGeyer
The survey found that high school juniors and seniors rely heavily on guidance counselors, friends, teachers, and family when forming their list of potential colleges to consider. They commonly use school brochures/print mail, web searches, and emails from schools as resources. When researching academics, costs, and scholarships, students prefer details on school websites and printed brochures. They find campus visits and school websites most helpful for learning about a campus location and community. Overall, while print materials remain important, digital resources are increasingly influential in students' college selection processes.
This action research study investigated the use of cooperative learning strategies in a 5th grade classroom. Both qualitative and quantitative data were collected and analyzed using a mixed-methods design. The study found that cooperative learning strategies increased student motivation, achievement, and benefited all cultural subgroups equally. Specific cooperative learning structures used included jigsaw, group investigation, literature circles, and numbered heads together. Data analysis presented results for focus students and the whole class using descriptive statistics related to the cooperative learning intervention.
This document discusses John Distler's teaching philosophy and experience with online education. It focuses on creating online learning communities, transitioning faculty to online teaching, and using problem-based learning for teaching advanced physical assessment. Key points include emphasizing student engagement, collaboration, and facilitating student-centered learning both online and in hybrid environments. Research results showed that problem-based learning led to increased information-seeking and critical thinking skills but students wanted more guidance and found it difficult to understand required content. Recommendations include starting with a hybrid approach and offering more guidance and structure when implementing problem-based learning.
This study aims to identify the reasons why students fail in the College of Fine Arts and Design (CFAD) by surveying 50 randomly selected students. The main reasons for failure identified are financial problems (12%), personal problems (10%), lack of time (21%), problems with professors (29%), and tardiness (25%). The results will help students avoid failure and help parents understand their children's situations. The study is limited to CFAD students and does not involve surveying other colleges.
The document discusses non-provisioned courses (NPCs) at universities for students and faculty/staff. It describes different types of NPCs including those for student clubs, government, orientation, advising, exams, labs, and instruction. It also covers NPCs for faculty/staff such as committees, compliance training, and discussions. Some pain points mentioned are timely response, budget, authorization, and records. The document proposes solutions like using the student information system, customizing a web GUI, establishing procedures, and payment schedules.
The WCET Annual Meeting focused on equity in education. Deborah Santiago discussed equity gaps in degree attainment, technology use, and completion rates between racial groups. She noted that closing these gaps is important for fairness, competitiveness, and institutional survival. Her presentation highlighted data on completion metrics and demographics from different states. She emphasized that intentional efforts are needed to increase Latino degree attainment through collaboration, engagement, and effective policies informed by data analysis.
The document outlines competencies and professional expectations for faculty members across four key areas: leadership, adaptability, communication, and technical expertise/professional development. It describes desired behaviors for instructors in areas such as time management, meeting student needs through various instructional methodologies, developing rapport, and demonstrating subject mastery. Consistently exhibiting the outlined competencies and meeting expectations is emphasized for evaluation in areas like course delivery, supervision, and advising.
This document discusses strategies for improving student transfer and degree completion rates across Minnesota State Colleges and Universities (MNSCU). It outlines initiatives like Graduate Minnesota, which aims to reconnect former students with fewer than 20 credits left to complete their degree. Presenters discuss expanding individualized degrees, improving credit transfer policies through tools like the Smart Transfer Plan, and piloting reverse transfer to award associate degrees to students who transfer before completing them. The document emphasizes the need for continued inter-institutional collaboration on advising, policies, and initiatives to help more students attain degrees.
This document outlines strategies for promoting understanding in blended courses. It suggests using online and in-class methods in combination, with asynchronous online activities to build foundational knowledge and synchronous in-class work to strengthen understanding through interaction and application of concepts. Key approaches include using course websites and social media for online learning, videoconferencing to connect distant students, and interactive class sessions focused on problem-solving in small groups. The goal is to move students from beginner to intermediate levels of expertise through authentic tasks that develop both individual comprehension and social learning skills.
The Connecticut Distance Learning Consortium received grants to develop a virtual coaching program called AdultSuccessCoach.org to help adult learners and displaced workers at community colleges and universities. The program provides online academic and career coaching through a shared website and coaching resources. Coaches help students create success plans and connect them to campus resources. The goals are to increase student persistence through coaching and identify best practices for delivering coaching online. Challenges included engaging students and defining the coaching role. Training addressed coaching strategies and role-playing student scenarios. Different schools implemented coaching in various ways such as an orientation course. Lessons showed replicating existing programs was most effective.
This document discusses general education programs at two different institutions - University of Maryland University College (UMUC) and Kaplan University. It provides details on UMUC's state institution model with distribution requirements and flexible degrees. Kaplan University follows a proprietary model focused on adult learners and professional fields. Both institutions implement general education programs across their curriculums with learning outcomes in key areas. They assess learning outcomes and literacy scores to ensure the programs are effective and continuously improving.
This document discusses assessment-based degree programs that award credit based on demonstrated competency rather than course attendance. It outlines several models including OER universities that use open online resources and independent study. Key aspects of validity for credit by assessment include identity verification, quality of assessments, appropriateness of knowledge tested, and scalability. Challenges include verifying student identity and ensuring assessment quality measures intended knowledge. Some programs discussed that award credit through assessment include Charter Oak State College, Excelsior College, and potential OER university models. Infrastructure needs cited include common accreditor definitions and access to federal financial aid for competency-based programs.
This document discusses using curriculum mapping to improve student learning. It emphasizes designing curriculum maps with students in mind by communicating goals, guiding learning, and previewing content. Key characteristics for an effective curriculum map include the appropriate level of detail, a coordinated message, planning, a systematic process, and a community effort. The document also discusses using curriculum maps as advance organizers to help students connect new information to existing knowledge and understand how different elements relate. Providing students with a curriculum map alongside course syllabi can reinforce learning outcomes and relationships between assignments, topics, and feedback.
The faculty evaluation process involves ongoing feedback and evaluation from multiple sources to help instructors continuously improve. Peer faculty, advisors, supervisors, and students all provide input, ideas, and observations. Instructors then use this feedback in reflection to improve their instructional methodology. The goal is for all participants to work together towards ongoing professional development and improved instruction.
This document provides guidance for designing blended courses that thoughtfully integrate online and face-to-face learning. It discusses promoting student understanding through building knowledge online and asynchronously, strengthening understanding through elaboration and sharing perspectives synchronously, and applying understanding through discussion, problem-solving and assessment. Managing blended learning environments effectively requires addressing challenges like engaging both online and on-site students and maintaining multiple technologies simultaneously. The goal is meeting student and institutional needs through flexible instruction that develops students' cognitive abilities.
This document discusses competencies needed for effective teaching in various formats including face-to-face, hybrid, flipped, and online courses. It outlines key areas such as developing a course, interacting with students, teaching strategies, and handling problems. Effective teachers need skills in areas like communication, content delivery, classroom dynamics, organization, and assessment. Resources are provided on competencies for online instruction, checklists for online teaching proficiency, and preparing teachers to teach online.
The document provides an overview of state authorization from A to Z. It discusses reviewing state statutes and regulations, comparing multiple sources of information, creating tracking documents, and building internal and external relationships. Maintaining compliance requires monitoring marketing, catalogs, consumer information, enrollment, regulations and maintaining authorizations, exemptions, and regular review. The presenters aim to share experiences, best practices, effective processes, and recommendations for navigating state authorization.
The document discusses eTutoring collaboratives that provide online tutoring services through a consortium model. It describes several existing eTutoring programs in different regions that involve partnerships between multiple colleges and universities. These collaboratives aim to address the need for supporting off-campus students in a more cost-effective way than individual institutions could achieve alone. They allow participating schools to combine their tutoring resources onto a single online platform. The document also outlines BCcampus' perspective on developing an eTutoring collaborative in Canada to provide scalable and sustainable online tutoring as a shared service across institutions.
Ruth Markulis hosted a panel on effective course design at WCET 2012 in San Antonio, Texas. The panel discussed challenges in course design, a case study of developing a cybersecurity program, and developing a mobile strategy. Developing the cybersecurity program involved integrating efforts from many disciplines into interactive modules, case studies, and a capstone simulation. Effective project management strategies for the complex program included detailed project plans, weekly status reports and meetings, and subject matter expert training. The panel then discussed the growing impact of mobile devices on educational institutions and strategies for developing an effective mobile presence and content, including considerations for design, testing, and standards.
This document summarizes a presentation on videoconferencing given at the WCET Annual Meeting in San Antonio, TX on November 1, 2012. It discusses how Utah State University and the University of Utah College of Nursing use interactive videoconferencing (IVC) to deliver distance education programs. IVC allows them to reach students across multiple campuses. The University of Utah specifically uses IVC to deliver its PhD nursing program entirely at a distance. Both institutions discuss best practices for IVC classroom design and challenges with finding an affordable single solution for high-quality synchronous video and web conferencing.
The document summarizes efforts to develop a State Authorization Reciprocity Agreement (SARA) to make state authorization processes for distance education more efficient. SARA would allow states to recognize each other's approvals of institutions, rather than requiring separate approval in each state where an institution enrolls students. The Presidents' Forum and Council of State Governments are leading the initiative with input from regional compacts and other stakeholders. The goal is a voluntary agreement that streamlines processes while maintaining oversight of quality and consumer protections.
Northern Arizona University is launching a personalized learning program that will allow motivated students to earn a degree more efficiently through self-paced online learning, credit for prior learning, and curriculum tailored to individual learning styles. The program will start with 500 students in 2013 focusing on degrees in small business administration, computer information technology, and liberal arts, with the goal of expanding to 8000 students within 5 years. The new personalized learning approach faces challenges in gaining approval from accrediting bodies and political resistance to change from supporters of the traditional university model.
The document discusses how traditional approaches to ensuring academic integrity were designed for analog assessment in the past but are ill-suited for today's digital environment of frequent, varied assessment opportunities. It proposes redefining academic integrity to focus on demonstrated student learning and mastery of outcomes through integrated, aligned learning and assessment. Emerging models emphasize a dynamic record of learning over time and assessment of ongoing application of learning through collected work rather than high-stakes exams. This represents a shift from legacy regulatory approaches to those focused on open, digital and continuous assessment.
LearningCounts.org is an innovative model for prior learning assessment created by the Council for Adult and Experiential Learning (CAEL). It provides a national online platform for students to create individualized portfolios to receive college credit for learning from work and life experiences. Faculty experts from colleges across the country evaluate the portfolios and typically recommend credit for 75% of submissions. The service aims to increase access to prior learning assessment and help more adult students complete college degrees faster.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Glenda Morgan, U of Illinois at Urbana-
Champaign
Tracy Hurley, Texas A&M at Antonio
Shannon Meadows, CourseSmart
TJ Bliss, OER Policy Fellow, Inacol
Connie Broughton, Washington State
Board for Community & Technical
Colleges
2. Glenda Morgan
University of Illinois at Urbana-Champaign
WCET Annual Meeting, San Antonio Nov 1 2012
3. Chuck Dziuban, UCF
Flora McMartin, Broad Based Knowledge
Josh Morrill, University of Wisconsin-Madison
Patsy Moskal, UCF
Alan Wolf, University of Wisconsin-Madison
4. Funded by National Science Digital Library
Looking at learning resources more generally
Mixed methods study
Paths through the material
Qualitative findings pointed us to certain kinds of
behaviors
5.
6.
7. Ambivalent Adaptive Rebel/ Free Time
Learners Learners Form Sensitive
48% of 26% of Learners Learners
Sample Sample 13% of 11% of
This segment addresses This segment exhibits a Sample Sample
learning problems using lot of characteristics of
a plan (at least they “ideal” learners (They This group is not This segment is similar
believe that they have a solve problems with a systematic in their to the adaptive learners
plan). But, mostly, they plan, they are learning, and do not in many ways (use a
do not feel strongly systematic, they set solve problems with plan, are systematic,
about their learning. goals, they ask for help if plans. But they are etc), but they are just not
They are confident in they experience a willing to change what quite as strong in these
their ability to find problem, they enjoy they do when presented skills. Directionally they
information, but do not studying and have a with new information are identical to adaptive
enjoy studying nor do need to learn). A (may speak to an learners. The other key
they have a need to differentiator in this experiential type of difference is that this
learn. This is the largest group is that there is learner). This group also group is the most likely
learner segment from the more variance around feels like they have a to set specific times to
sample. setting specific times to need to learn, but are study, and least likely to
study. For example, this among the least likely to ask for assistance with a
could be a learner who set aside specific time to problem. This is also the
studies in a hallway study. smallest learner
whenever they had some segment.
free time.
10. Profiles
Green= highest in row; Red= lowest in
row
Ambivalent Adaptive Rebel/ Free Time Sensitive
Learners Learners Form Learners Learners
Profiling Variables
-% full time student 54% 55% 39% 47%
-% part time students 9% 5% 10% 11%
-% former students 30% 33% 44% 33%
School/Institution
-2 year/ community college 13% 15% 21% 28%
-4 year college/ university 72% 57% 51% 55%
Race
-% White/ Caucasian 74% 75% 73% 48%
Is / Was Major
-Business, management, 17% 14% 17% 25%
marketing
-Engineering 10% 13% 7% 10%
-Humanities -&- Fine Arts 8% 11% 20% 8%
11. Profiles
Green= highest in row; Red= lowest in
row
Ambivalent Adaptive Rebel/ Free Time Sensitive
Learners Learners Form Learners Learners
Employment
-% NOT employed (0 hours) 36% 37% 37% 50%
Gender
-% female 38% 51% 40% 50%
Housing
-% Living in on campus 39% 33% 16% 26%
housing
Wikipedia
-% Use Wikipedia (work or 56% 57% 62% 47%
school)
Age
-Average Age 24.0 25.1 26.4 25.7
GPA
-Self Reported Average GPA 3.3 3.4 3.2 3.4
12. Free Ranger
Learner Zone
Ambivalent Adaptive Rebel/ Free Time
Learners Learners Form Sensitive
48% of 26% of Learners Learners
Sample Sample 13% of 11% of
This segment addresses This segment exhibits a Sample Sample
learning problems using lot of characteristics of
a plan (at least they “ideal” learners (They This group is not This segment is similar
believe that they have a solve problems with a systematic in their to the adaptive learners
plan). But, mostly, they plan, they are learning, and do not in many ways (use a
do not feel strongly systematic, they set solve problems with plan, are systematic,
about their learning. goals, they ask for help if plans. But they are etc), but they are just not
They are confident in they experience a willing to change what quite as strong in these
their ability to find problem, they enjoy they do when presented skills. Directionally they
information, but do not studying and have a with new information are identical to adaptive
enjoy studying nor do need to learn). A (may speak to an learners. The other key
they have a need to differentiator in this experiential type of difference is that this
learn. This is the largest group is that there is learner). This group also group is the most likely
learner segment from the more variance around feels like they have a to set specific times to
sample. setting specific times to need to learn, but are study, and least likely to
study. For example, this among the least likely to ask for assistance with a
could be a learner who set aside specific time to problem. This is also the
studies in a hallway study. smallest learner
whenever they had some segment.
free time.
13. Flesh out further behaviors according to each
type
Further implications of each type of learner
for how we support teaching and learning
More info on what kinds of info they use and
how they learn from it
16. How well will your booklist translate?
Addressing academic freedom & faculty choice
Will the institution bookstore play a role?
Are you meeting Accessibility requirements?
Analytics differentiate digital from print
Executive sponsorship is key to driving change
17. $300,000 Printing agreements
40 out of 400 Authorization and
proposals funded implementation of
2 year program student fees
Custom e-books Faculty development
Publisher Instructional designer
agreements Program evaluation
18. Faculty will most likely not
readily adopt and encourage
e-book use due to
technology resistance
Administrators will not
receive profit sharing from
bookstore sales
Students unfamiliar with
product
19. A Case Study:
Texas A&M University- San Antonio
10 Publishers:
McGraw-Hill/Irwin WHFreeman
Pearson/Prentice-Hall CQ Press
Cengage CRC Press
Wiley No Starch Press
Human Kinetics Jones-Bartlett
20. Bulk discount
Up to 70% off hard copy textbook price
Electronic course material available (MyLabs,
Aplia, Connect, Homework Mgr)
Custom E-books
100% sell-through for publishers
Mandatory electronic course material fee
E-books available 1st day of class
Print on demand feature
21. 4600 E-books issued by students in Fall 2010
6700 e-books issued in Fall 2013
49% of all classes are e-book classes
Average course fee* = $64
9.5% of tuition
Course fee ranged from $28-$70
25% of students used Institutional printing option
*Course fee includes, program administration, and
electronic homework manager product (where adopted)
22. #1 problem: Access code distribution
#2 problem: Logistics of Institutional
Printing option
#3 problem: Learning curve from
university, publishers, and
Printing Partner
#4 problem: Resistance to change
23. Surveys sent to all students using e-books at
the end of the Fall 2010, Spring 2011 & Fall
2011 semesters
Over 1100 students completed a survey
Demographics mirror the university
Majors are consistent with the proportion
enrolled in e-book courses
24. 76% of students reported that they felt that
e-books were a cost effective alternative to
regular textbooks
58% of the students reported looking forward
to taking additional e-book classes
69% were very satisfied with the e-book
program while only 14% were not
59% of the students felt that e-books
provided greater flexibility when compared to
traditional textbooks
25. 25% of e-books issued were also ordered as a
printed version.
64% of students felt that the institutional
printing option was valuable to their
educational success
Fifty percent reported that printed e-books
improved their study habits and grades
26. Open Course Library
A collection of openly licensed (CC BY)
educational materials for 82 high-enrollment
college courses
Project Goals:
1. Lower textbook costs for students
2. Improve course completion rates
3. Provide new resources for faculty
Credit: Timothy Valentine & Leo Reynolds CC BY-
NC-SA
27. Open Course Library
Timeline
Phase 1: 42 courses
◦ http://opencourselibrary.org
◦ http://saylor.org
Phase 2 : 40 courses
◦ Available Spring 2013
Objective: Emphasize the breadth of considerations for print to digital conversions that may or may not be readily apparentScript: How well will your booklist translate?Old editionsNon-textbook items – trade books and CD’sPublisher bundlesAnthologies and digital rightsPublisher Interactive ProductsLead time for fulfillment of digital contentAddressing academic freedom and faculty choiceWhat about the institution bookstore?Exclusive contractsRevenue shareThe function of book adoptions Are you meeting Accessibility requirementsAnalytics and engagement data differentiate digital from printExecutive sponsorship is key to driving change
The Open Course Library is a collection of expertly developed educational materials – including textbooks, syllabi, course activities, readings, and assessments – for 82 high-enrollment college courses. 42 courses have been completed so far, providing faculty with a high-quality option that will cost students no more than $30 per course.