Instructional Technology and Local Institutional Cultures (VLC March 2015)UOInTRO
Sharing with our regional Virtual Learning Community--trends in comparator research as well as the results of a group survey about attitudes and perceptions at local institutions.
Leveraging Technology in Your Learning Center: Enhancing Services, Creating N...Lisa D'Adamo-Weinstein
Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging technologies in ways that can enhance they ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
The focus of the topics I will cover during the institute will be on how to best understand emerging technologies and how to choose the technology tools that will help you meet your goals in managing your learning center.
Maximizing the Impact of your Teaching Center WebsiteKaleem Clarkson
Based on a research study, learn some of the common services and website features that are offered at Teaching/ Faculty Development Centers. Then learn how to plan the re-design of your center's website to based on the goals and objectives your strategic plan.
Sloan-C ALN NGLC Panel Presentation The Next Generation Learning Challenge and Online Learning: A Report on Selected Projects
November 9, 2011
* Online Learning: Keys to Success of the SUNY Learning Network
* NUTN NETWORK 2011
* Factors & Strategies that impact online CC student persistence,
* Kim Scalzo's DAETE presentation- SLN SOLsummit
* Bob Knipe's presentation on accreditation and DL: what ever DL director should know
* David Wicks Mobile Learning - SOLsummit 2011
* SLN research update 2011 - SLN SOLsummit
* ANGEL 7.4 administration
* HCCC Using ANGEL to facilitate a Culture of Assessment- Jacqueline Snyder, Tabitha Carter, and Bill Pelz- SLN SOLsummit
* Sln course design process
* A conceptual framework for high quality, higher education, online learning environments.
* Learning Presence
* INACAP/SLN/SUNY Mesa Redonda
* Stevie Rocco's prezis: Separating Content from Structure: The LMS Quandary & The PSU Online Initiative
* Bryan Alexander's: Emerging technologies for teaching and learning: a tour of the 2010 horizon
* Chrisie Mitchell's Online Student Success Initiatives at Dutchess Community College
* Phil Ice's: Student Retention in Online Programs
* Bill Pelz and Jane Verri's: The Herkimer HyFlex
* Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of Instructional Design Strategies and New Technologies in Online Courses
* Richard Garrett's Eduventures: Online Higher Education Market Update 2010- U.S. and New York Data
* Show more… Loading…
Documents29
* SLN 5 key elements of success
* 2011 summit attendees
* SED Application for Addition of the Distance Education Format to a Registered Program
* List of institutions approved through the institutional capability review process for Distance Learning
* SED Institutional Capability Review for Distance Learning- short form
* CPD/SLN/OLIS certificate programs - SLN SOLsummit
* 50 alternatives to lecture
* SLN Online Teaching Self-assessment
* A series of unfortunate online events
* Resources
* SLN SOLSummit 2010 attendees list
* SLN SOLSummit 2010 Agenda
* Teaching Outside The Box Handout
* teaching outside the
* SLN education mission statement
* SLN facuty development program description
* The SLN faculty development process
* Chile 2009 - US State Department Speaker program and INACAP
* Teaching Outside The Box Handout for Delhi 2-3-98 2009 Conference
* Teaching Outside The
* Show more… Loading…
Videos0
* Go PRO
Post-Conference Institute at the 2010 National College Learning Center Association Conference in Charlotte, NC
Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging technologies in ways that can enhance the ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
Assessment is central to learning: it shapes the learning experience, yet is a critical and time-consuming function for teachers.
Technology is often seen as a solution to improve efficiency while reducing teacher time. In this Breakout Session, Randy Labonte argues that technology should be used in assessment primarily to enhance the quality of learning, and secondarily for organizational effectiveness. Understanding how technology can enhance assessment practices must be part of any business case made for its use, but should only be considered after its impact on learning. Computer-assisted assessment has many potential benefits: improved efficiencies and consistencies, improved data analysis, immediate feedback for the learner, improvement in quality of the learning, and reduction in the workload of administrators and teachers. However, there are issues in accessibility, technical consistency, and most importantly scalability that must be considered before adoption. This presentation provides an overview of the issues and challenges faced when implementing a program where digital technology replaces traditional pen and paper evaluation. It is intended to serve as a framework for the consideration of how to improve learning through the use of technology in both formative and summative assessment.
Instructional Technology and Local Institutional Cultures (VLC March 2015)UOInTRO
Sharing with our regional Virtual Learning Community--trends in comparator research as well as the results of a group survey about attitudes and perceptions at local institutions.
Leveraging Technology in Your Learning Center: Enhancing Services, Creating N...Lisa D'Adamo-Weinstein
Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging technologies in ways that can enhance they ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
The focus of the topics I will cover during the institute will be on how to best understand emerging technologies and how to choose the technology tools that will help you meet your goals in managing your learning center.
Maximizing the Impact of your Teaching Center WebsiteKaleem Clarkson
Based on a research study, learn some of the common services and website features that are offered at Teaching/ Faculty Development Centers. Then learn how to plan the re-design of your center's website to based on the goals and objectives your strategic plan.
Sloan-C ALN NGLC Panel Presentation The Next Generation Learning Challenge and Online Learning: A Report on Selected Projects
November 9, 2011
* Online Learning: Keys to Success of the SUNY Learning Network
* NUTN NETWORK 2011
* Factors & Strategies that impact online CC student persistence,
* Kim Scalzo's DAETE presentation- SLN SOLsummit
* Bob Knipe's presentation on accreditation and DL: what ever DL director should know
* David Wicks Mobile Learning - SOLsummit 2011
* SLN research update 2011 - SLN SOLsummit
* ANGEL 7.4 administration
* HCCC Using ANGEL to facilitate a Culture of Assessment- Jacqueline Snyder, Tabitha Carter, and Bill Pelz- SLN SOLsummit
* Sln course design process
* A conceptual framework for high quality, higher education, online learning environments.
* Learning Presence
* INACAP/SLN/SUNY Mesa Redonda
* Stevie Rocco's prezis: Separating Content from Structure: The LMS Quandary & The PSU Online Initiative
* Bryan Alexander's: Emerging technologies for teaching and learning: a tour of the 2010 horizon
* Chrisie Mitchell's Online Student Success Initiatives at Dutchess Community College
* Phil Ice's: Student Retention in Online Programs
* Bill Pelz and Jane Verri's: The Herkimer HyFlex
* Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of Instructional Design Strategies and New Technologies in Online Courses
* Richard Garrett's Eduventures: Online Higher Education Market Update 2010- U.S. and New York Data
* Show more… Loading…
Documents29
* SLN 5 key elements of success
* 2011 summit attendees
* SED Application for Addition of the Distance Education Format to a Registered Program
* List of institutions approved through the institutional capability review process for Distance Learning
* SED Institutional Capability Review for Distance Learning- short form
* CPD/SLN/OLIS certificate programs - SLN SOLsummit
* 50 alternatives to lecture
* SLN Online Teaching Self-assessment
* A series of unfortunate online events
* Resources
* SLN SOLSummit 2010 attendees list
* SLN SOLSummit 2010 Agenda
* Teaching Outside The Box Handout
* teaching outside the
* SLN education mission statement
* SLN facuty development program description
* The SLN faculty development process
* Chile 2009 - US State Department Speaker program and INACAP
* Teaching Outside The Box Handout for Delhi 2-3-98 2009 Conference
* Teaching Outside The
* Show more… Loading…
Videos0
* Go PRO
Post-Conference Institute at the 2010 National College Learning Center Association Conference in Charlotte, NC
Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging technologies in ways that can enhance the ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
Assessment is central to learning: it shapes the learning experience, yet is a critical and time-consuming function for teachers.
Technology is often seen as a solution to improve efficiency while reducing teacher time. In this Breakout Session, Randy Labonte argues that technology should be used in assessment primarily to enhance the quality of learning, and secondarily for organizational effectiveness. Understanding how technology can enhance assessment practices must be part of any business case made for its use, but should only be considered after its impact on learning. Computer-assisted assessment has many potential benefits: improved efficiencies and consistencies, improved data analysis, immediate feedback for the learner, improvement in quality of the learning, and reduction in the workload of administrators and teachers. However, there are issues in accessibility, technical consistency, and most importantly scalability that must be considered before adoption. This presentation provides an overview of the issues and challenges faced when implementing a program where digital technology replaces traditional pen and paper evaluation. It is intended to serve as a framework for the consideration of how to improve learning through the use of technology in both formative and summative assessment.
But Were We Successful: Using Online Asynchronous Focus Groups to Evaluate Li...Andrea Payant
USU launched a program in 2016 to connect researchers seeking federal funding with librarians to assist them with data management. This program assisted over 100 researchers, but was it successful? Our presentation will discuss how we evaluated the success of this program using online asynchronous focus groups (OAFG) in conjunction with a traditional survey. Our cross-institutional research team will share our findings as well as the challenges and successes of using OAFGs to assess library services.
The quarterly Collaborative Meetings are designed for researchers in the field of K-12 online and blended learning. It is a space for researchers to come together, get feedback on their work, and share any opportunities for collaborations for grants, research, publications, etc. These Collaborative Meetings are held in January, April, July, and October.
Mol, S.T. (2014, November). Learning Analytics: The good, the bad, the ugly. Presentation delivered as part of the UvA Faculty of Economics and Business Educational Innovation Seminar Series. University of Amsterdam, the Netherlands.
Top Hats & Trainers: formal repositories & informal Web2.0 sharing: a dance...Sarah Currier
Presentation by Sarah Currier using the example of the SHEEN Sharing project to talk about the utility of Web2.0 tools and features to provide resource sharing and dissemination for a small educational community of practice (in this case Scotland's Employability Coordinators Network). Does Diigo + Netvibes = a repository, or not? How does Diigo + Netvibes allow a small community of practice to interact with formal learning materials repositories such as those supported by ePrints or intraLibrary?
Data-Driven STEM Curriculum Adoption through Inter-Campus Faculty GroupsChristoph Winkler
Kingsborough’s Center for Economic and Workforce Development (CEWD) will introduce a Peer-Led STEM Adoption System (PLSA), comprised of a technology tool (the "STEM Dashboard") and a corresponding peer-led mentoring process. This process is intended to (1) respond rapidly and efficiently to local economic needs and (2) cut back on costly duplication of curriculum development efforts, allowing colleges to efficiently adopt high-quality STEM curricula that have been developed by experts recognized by National Science Foundation funding.
Presented at the 9th Annual CUNY IT Conference: http://www.convergemag.com/events/CUNY-9th-Annual-Conference-2010-Day-1.html
Digital Student: Further Education and Skills projectRhona Sharpe
The
Jisc
Digital
Student
project
has
investigated
the
expectations
and
experiences
of
technology
provision
held
by
students
coming
into
higher
education,
and
also
funded
a
small
review
of
current
practice
within
secondary
schools.
The
further
education
(FE)
and
skills
project
ran
between
1
June
2014
and
30
April
2015
in
order
to
extend
the
findings
of
the
Digital
Student
project
to
further
education
and
skills.
The
project
undertook
a
comprehensive
desk
review
based
on
63
reports
from
the
FE
and
Skills
sector,
conducted
12
focus
groups
with
220
learners
across
six
general
FE
colleges,
and
contributed
to
six
national
consultation
events
and
five
other
dissemination
events.
The
project
has
produced
a
range
of
resources,
trialled
and
iteratively
improved
through
the
consultation
events
in
order
to
support
staff
in
FE
to
understand
the
experiences
of
all
learners
when
using
technology,
and
to
design
services
which
meet
their
needs.
The
project
resources
can
be
used
by
colleges
to
gather
experiences
and
expectations
from
their
own
learners.
Recommendations
are
made
for
colleges,
and
for
Jisc
and
its
sector
partners.
Transfer Credit Articulation Database Project OverviewKristian Lopez
This presentation provides an overview of a project to develop a database application that tracks the articulation of college transfer credit at the University of Illinois at Chicago. The deliverable deliverable outlines the structure, objects and reporting mechanisms of the database. Project goals, scope, phases and suggestions for next steps are discussed. (2015)
Slides on "Let’s Predict the Future: Conclusions" for a workshop session on "Predicting the Future" held on 3 June 2014 at the SAOIM 2014 conference in Pretoria, South Africa and facilitated by Brian Kelly, Cetis.
See https://ukwebfocus.wordpress.com/events/saoim-2014-lets-predict-the-future-workshop/
Skills for Prosperity: Using OER to support nationwide change in KenyaBeck Pitt
This presentation on the FCDO funded Skills for Prosperity Kenya (SFPK) project was presented at OER23 in Inverness, Scotland on 5 April 2023 by Fereshte Goshtasbpour and Beck Pitt.
Find out more about SFPK: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya#overview
On November 21st 2014 at the Tufts University Medford campus and November 25th 2014 at the campus of the University of Massachusetts Medical School in Worcester, the BLC and Digital Science hosted a workshop focused on better understanding the research information management landscape.
Kevin Gardner, Director of Strategic Initiatives, Office of the Senior Vice Provost for Research, University of New Hampshire, described UNH's decision to implement a research information management system and the lessons learned.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
1. University of Washington
IT Resource Sharing Group
Needs Assessment Report
November 2005
Final Version Page 1
2. Table of Contents
Table of Contents........................................................................................................2
Executive Summary.....................................................................................................2
Project Background.....................................................................................................2
Project Approach.........................................................................................................3
findings ......................................................................................................................3
conclusions..................................................................................................................4
recommendations and Next Steps................................................................................6
E X E C U T I V E S U M M A RY
This report presents the findings of the IT Resource Sharing Group’s needs assessment
project regarding operational and reporting needs for student data at the School and
College level. Through interviews, surveys, feedback sessions, and data collection,
several observations surfaced:
• While many Schools share information needs that are unmet by central student
data systems, many individual units have unique needs that are not shared with
anyone else
• There is a lack of awareness about functionality currently available in central
systems, or under central development
• The frustration and inability to have needs met centrally have resulted in a
sizeable collection of “shadow systems” that are expensive, duplicative, insecure,
and jeopardize the integrity of data
• There are no apparent, consistent, definitive patterns as to when Schools use
central systems, develop their own system, or do processes manually for the same
function
In many ways, the most valuable aspect of the data collected is that it verifies the
intuitive sense among Deans that a better approach is needed. While the time allotted
didn’t bring us to the point of defining a specific application that would neatly solve all
the challenges at hand, we were able to unpack this complex set of issues enough to make
specific recommendations for next steps. In brief, they call for:
• Acknowledging the reality of decentralized application development
• Creating processes to support that reality in a secure and productive manner
• Re-exploring the long term strategy for student information systems at UW
P RO J E C T BA C KG RO U N D
In June 2004, the IT Resource Sharing Group received money from the Fund for
Innovation to “conduct a needs assessment and systems audit and then to outline an
implementation plan for the development of a School-based student information system.”
Final Version Page 2
3. An Advisory Group was formed to work with the Director of the USER Project, Patricia
Woehrlin, to interview candidates for the project manager role. The project manager was
hired and started on October 18, 2004.
Phase 1 of the project, the needs assessment, was undertaken as the top priority in this
funding cycle. The next step of developing a School-based student information system
was delayed when a proposal for phase 2 of the project received a low ranking during the
Information Technology Advisory Committee (I-TAC) process.
P RO J E C T A P P ROA C H
The project began in October 2004 when the project manager was hired. The USER
Project approach was followed. A process improvement team was established after the
project manager met with individuals from the Schools and Colleges who work with
student data regularly. The team members were identified in November 2004 and
included representatives from Student Affairs, Computing & Communications, the
Schools and Colleges who are members of the IT Resource Sharing Group, and a
representative from the College of Arts and Sciences. (See Appendix 1.) The project
startup meeting was held on December 7, 2004.
The team began meeting weekly in December 2004 and discussed different approaches to
gathering data that would help identify the common needs among the Schools and
Colleges. A variety of data collection methods were conducted over a six-month period
from December 2004 to May 2005. Over 100 members of the University of Washington
community participated in the project:
• The project manager interviewed approximately 50 people from Computing &
Communications, the Schools and Colleges, and Student Affairs.
• The team designed and distributed a student data survey broken down into 16
high-level business processes covering an academic year to document the “cradle
to grave” business processes for student data. The goal was to determine how
similarly the Schools and Colleges work with student data throughout an
academic ‘cycle.’
• Functional users participated in feedback sessions.
• Operational and reporting needs were collected at the School and College level.
• Inventories were compiled of both central applications and applications developed
within Schools.
FINDINGS
The process improvement team spent six months gathering and analyzing data. These
efforts revealed five major findings:
Final Version Page 3
4. •
The team discovered that whereas there are many common needs throughout the
Schools and Colleges, individual units have unique needs as well. All of the
Schools and Colleges recruit prospective applicants, manage inquiries, process
applications, register students, maintain student records, monitor academic
progress, grant degrees, and track alumni. However, the School of Public Health
and Community Medicine, for example, captures work experience for applicants,
the Law School assigns students an anonymous grading number, and the School
of Nursing tracks preceptor assignments.
•
Interviews further revealed that a number of identified needs are unmet by
central student data systems. For example, the Student Database (SDB) is
extremely limited in its reporting capabilities and its ability to access dynamic
student data for a cohort of students. The unique needs of Schools and Colleges
have not been explicitly represented when priorities have been set for central
system maintenance. The central student services offices (which set the priorities)
have focused the limited C&C resources on the most critical projects with broad
applicability such as student registration and tuition collection.
•
The team also determined that there are now approximately 30 central student
applications in production or development, and 37 systems have been
developed within the Schools and Colleges surveyed. (See Appendix 3.)
Though these “shadow” or local systems meet some of the needs that Schools and
Colleges identified, there are inefficiencies and security risks associated with such
an unmanaged, decentralized array of systems; they often do not meet the needs
of other campus users and so can’t be shared outside the unit in which they were
created; and many are duplicative of other systems.
•
The team learned that there are central systems and services in place of which
people are unaware. This indicates that there is a communication gap with
regards to the availability and capabilities of some central systems.
•
Finally, with only a few exceptions, we discovered that there are no consistent,
clearly definable patterns as to when Schools/Colleges use central systems,
when Schools/Colleges have developed local systems, and when
Schools/Colleges do processes manually. In order to understand this anomaly,
we need to conduct a much more in-depth conversation about why Schools are
approaching these tasks differently.
CONCLUSIONS
The needs assessment determined that:
• There is a high level of frustration from almost every constituency regarding
access to, and analysis of, student information.
• The inability to meet all of the growing demand for student information centrally
has had a demonstrable repercussion in the proliferation of so-called “shadow
systems” that often replicate data and processes in the central systems.
Final Version Page 4
5. •
•
These shadow systems tend to be expensive to maintain because they involve so
much duplication of equipment, training, software, and effort.
Shadow systems developed without employing “best practices” can jeopardize
both the security and integrity of important data.
Final Version Page 5
6. R E C O M M E N DA T I O N S A N D N E X T S T E P S
Recommendation #1: Acknowledge the de facto reality that some UW student
information is captured through central systems and applications while other UW student
information is captured through locally built systems and applications within Schools and
Colleges, and that both stores of student information are critical to the overall mission of
the University.
• Next Step: The University should actively address these questions:
o What are the principles on which UW bases decisions about what data and
functionality should be in central applications versus in decentralized
applications?
o How do the Schools and Colleges gain a better ongoing presence in the
planning activities for improvements to the central systems?
• Who: Mike Eisenberg will take responsibility for this Recommendation.
Recommendation #2: Design an environment that supports this distributed development
model in healthy, productive ways.
• Next Step: Build a comprehensive set of information exchange points between
central resources and the staff designing, building, and utilizing decentralized
student information systems and applications:
o Work with the UW Chief Information Security Officer to develop
resources, processes, and standards that ensure that decentralized
application development in Schools and Colleges is done in a secure
manner.
o Work with the UW Registrar and other stewards of University student
information to identify and/or obtain tools that make extracting data from
central applications (often needed to feed decentralized applications) as
robust and friendly as possible.
o Work with C&C and various project managers to strengthen and
consolidate ongoing information channels about such existing resources
as:
• The functionality available in central applications
• USER projects
• The Data Warehouse project
• MyGradProgram, which received an Innovation Fund award to
address some of the requirements specified by the process
improvement team
• The Departmental Shared Application Development Environment
(DESADE) project, a potential fee-based C&C service, possibly
layered atop Nebula, which would provide a standard toolset and
database environment for analysts/developer, and other projects
o Clarify how Schools and Colleges can submit requests for changes in
central applications.
Final Version Page 6
7. •
Who: John Drew and Jim Loter will take responsibility for this
Recommendation, and may consider using the remaining budget in this project for
these purposes.
Recommendation #3: Despite the suggestions/recommendations above for improving
“what is,” it is timely and important to re-examine the long-term future of the current
central student information system.
• Next Step: Engage the right people to address a long-term strategy and ask:
o Should we continue to extend our current system and build better
interfaces to the data in that system?
o Or would the University would be better served by replacing it?
• Who: Mike Eisenberg will take responsibility for this Recommendation.
If the University of Washington is to sustain its overall excellence, remain competitive
with peer institutions, and uphold its reputation for service and cost-effectiveness, it must
provide the tools necessary for student services staff to better gather, analyze, and report
on student data. The recommendations in this report are important steps to improving the
current frustrating and inefficient state.
Final Version Page 7