The document summarizes the results of a survey evaluating a New Media course taught by Ana ADI. Key findings from the survey include:
- Students rated the overall course and teaching as "very good" or "excellent" in most categories.
- Specific elements like the lecturer's organization, use of examples and technology, and availability for help received "excellent" marks from over 60% of students.
- Students particularly enjoyed the practical elements of the course like team projects and class interaction.
- Suggested improvements included extending class time and covering publishing strategies and blog visibility.
- Online live video guest lectures continued to be viewed as a novelty and effective way to integrate new media.
It's Not Rocket Science, or is It? Large Scale Quality Engineering in Distanc...Cinda Holsombach-Ebner
Conference presentation given at Sloan-C Conference in Orlando, November 11, 2011
Abstract:
ERAU-Worldwide presents its highly-centralized model of distance learning, delivering 200+ turnkey-style online courses, facilitated by 800+ instructors, to 36,000+ students across the globe. How do we ensure instructional quality is pervasive while innovating through emerging technologies and delivery mode diversification? What initiatives can smaller organizations take away and apply?
Learning Guide is a form of scaffold to support learners in any online course. It gives them an overview on what to expect like knowing the tasks to be performed ahead including studying a lesson presentation(s), downloading a file(s), answering a question(s), replying to a classmate’s post, watching video(s), product creation and/or submission of output. This also reduces the transactional distance between the teacher and the learner. This file also contain a step by step procedure for students who are first time users of Google Classroom.
Intending Learning and Learning by Intent: 10 Ways in Which a Degree Qualific...WASC Senior
At present, there is no national consensus in the US on the learning outcomes appropriate to associate, baccalaureate, and master's degrees. Such a consensus could serve many purposes, but one of the most important would be its potential positive impact on the learning process. Gaston has written on the Bologna Process and was one of the consultants to the Lumina Foundation's draft degree qualifications profile, titled "A Transformational Challenge for U.S. Higher Education." In his talk, he focuses on the advantages US students would enjoy as a result of more clearly defined expectations at each degree level. He also suggests ways in which such expectations might enhance the process of institutional accreditation.
PROMOTING STUDENT ENGAGEMENT USING SOCIAL MEDIA TECHNOLOGIEScscpconf
Using social media in education provides learners with an informal way for communication. Informal communication tends to remove barriers and hence promotes student engagement. This paper presents our experience in using three different social media technologies in teaching software project management course. We conducted different surveys at the end of every semester to evaluate students’ satisfaction and engagement. Results show that using social media enhances students’ engagement and satisfaction. However, familiarity with the tool is an important factor for student satisfaction.
This presentation includes an overview of intermediate German courses provided in blended and online platforms at Brigham Young University. Use of authentic resources and all three modes of communication are discussed.
It's Not Rocket Science, or is It? Large Scale Quality Engineering in Distanc...Cinda Holsombach-Ebner
Conference presentation given at Sloan-C Conference in Orlando, November 11, 2011
Abstract:
ERAU-Worldwide presents its highly-centralized model of distance learning, delivering 200+ turnkey-style online courses, facilitated by 800+ instructors, to 36,000+ students across the globe. How do we ensure instructional quality is pervasive while innovating through emerging technologies and delivery mode diversification? What initiatives can smaller organizations take away and apply?
Learning Guide is a form of scaffold to support learners in any online course. It gives them an overview on what to expect like knowing the tasks to be performed ahead including studying a lesson presentation(s), downloading a file(s), answering a question(s), replying to a classmate’s post, watching video(s), product creation and/or submission of output. This also reduces the transactional distance between the teacher and the learner. This file also contain a step by step procedure for students who are first time users of Google Classroom.
Intending Learning and Learning by Intent: 10 Ways in Which a Degree Qualific...WASC Senior
At present, there is no national consensus in the US on the learning outcomes appropriate to associate, baccalaureate, and master's degrees. Such a consensus could serve many purposes, but one of the most important would be its potential positive impact on the learning process. Gaston has written on the Bologna Process and was one of the consultants to the Lumina Foundation's draft degree qualifications profile, titled "A Transformational Challenge for U.S. Higher Education." In his talk, he focuses on the advantages US students would enjoy as a result of more clearly defined expectations at each degree level. He also suggests ways in which such expectations might enhance the process of institutional accreditation.
PROMOTING STUDENT ENGAGEMENT USING SOCIAL MEDIA TECHNOLOGIEScscpconf
Using social media in education provides learners with an informal way for communication. Informal communication tends to remove barriers and hence promotes student engagement. This paper presents our experience in using three different social media technologies in teaching software project management course. We conducted different surveys at the end of every semester to evaluate students’ satisfaction and engagement. Results show that using social media enhances students’ engagement and satisfaction. However, familiarity with the tool is an important factor for student satisfaction.
This presentation includes an overview of intermediate German courses provided in blended and online platforms at Brigham Young University. Use of authentic resources and all three modes of communication are discussed.
You are tasked with creating a training program for adult education facilitators or corporate trainers without previous experience in distance education. The training program must include the key elements for developing distance learning facilitator skills. The training audience (trainees) will consist of higher education faculty members or corporate trainers.
Reinventing the lecture: how student engagement and analytics can transform t...John Couperthwaite
Workshop at City University Learning and Teaching conference, 21st June 2017
This workshop will share best practice from other global practitioners on how the Echo360 system can transform the lecture experience for staff and students. By focusing on how this can improve student satisfaction, retention and outcomes, it also strongly relates to the other theme of ‘supporting student success’
The relevance of the lecture in mainstream education is now under greater scrutiny as institutions seek to make educational programmes more relevant to a new generation of discerning learners (JISC, 2016). When we teach in class, how do you know who is confused, who is bored, who hasn’t even bothered to attend, and perhaps more importantly, who has learnt anything? And how can we engage with learners beyond the classroom to stimulate inquiry, collaboration and feedback in a seamless educational experience?
This workshop will demonstrate how one answer is to reinvent the lecture, by integrating powerful new video, engagement and analytics tools, whilst retaining the valued teacher-learner interaction in teaching spaces. The Echo360 active learning platform empowers learners to engage more fully with teachers and each other before, during and after class. This approach to teaching also equips instructors with vital feedback on how learners are progressing, with powerful engagement metrics giving staff rare insights into the teaching-learning dynamic of a lecture (Rienties & Toetenel, 2016).
Evidence is now emerging that this mode of teaching can have a significant impact on critical learning measures, such as early warning of student failure (Samson, 2016), boosting retention (HEC, 2016), whilst increasing learning gain and exam scores (Montpetit, 2015). Students also value their ability to control the pace, place and mode of their learning (Gosper et al, 2008; Leadbeater et al, 2013), whilst receiving more immediate feedback on their progress (JISC, 2016).
Together, these flexible pedagogical tools have the potential to transform learning in all modes of teaching and training, both in the class and beyond.
Students Creating and Submitting Digital Presentations Using PanoptoKonstantina Martzoukou
With the current shift experienced in Higher Education towards micro-learning, flipped and blended classrooms, class recordings may involve different types of activities in addition to lecture capture. For example, staff may use recordings for walk-through demonstrations, practical sessions, revision activities, and assessment overviews. In addition, recordings may be used for non-teaching purposes, such as course orientation, guest talks and resources designed to support students’ accessibility, widening participation, inclusivity, belongingness and study flexibility. However, there can also be student-led recorded presentations, which help students to develop a range of professional skills, such as effective presentation, team-work and digital literacy skills. The recording of student presentations may also help to simplify moderation and quality assurance processes.
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2. Ana ADI
Doctoral Researcher – University of the West of Scotland, UK
PR Consultant
http://anaadi.wordpress.com
At the end of the New Media course, the 17 participating students were asked to
take a survey in order to evaluate the New Media course together with the lecturer’s
method, approach and enthusiasm. The evaluation survey was accessible online
leaving students with the option of taking it at their own pace and in the absence of
the lecturer. To avoid bias, students were asked to submit their answers before their
final grades were delivered. All 17 students took the survey, offering responses from
100% of the course participants.
The survey’s structure of the previous semesters has been maintained.
All overall categories indicated for evaluation were marked by students with “very
good” and “excellent” qualifiers. More than third of the class deemed the teaching
effectiveness to be excellent, while more than a half of the students found the class
to be very good content and experience wise.
1. Overall course evaluation results
Asked to evaluate specific aspects of the course or the teaching process, the
students responses confirm the high evaluations of the overall course. While there
are some categories were students evaluation rests within the “good” category, the
majority of the evaluations are to be found within the “excellent range”. The
lecturer’s organization of the course, the lecturer’s use of examples, the lecturer’s
use of technology and the lecturer’s availability to offer extra help are just some of
the categories that obtained the “excellent” mark from more than 60% of the
students.
4. Ana ADI
Doctoral Researcher – University of the West of Scotland, UK
PR Consultant
http://anaadi.wordpress.com
Among other aspects of the course evaluated were the use of the class time (47.06%
good), the relevance and usefulness of the course content (41.06% excellent and
41.18% very good) and the reasonableness of the assigned work (52.94% very good).
Taking into account that the course is an intensive one and that more than 60% of
the students grade relies on daily, in class work and projects that need to be
delivered within very strict deadlines, the very good mark is a reflection of a
balanced organization of the course.
4. Other course dimensions evaluated
With regards to presence, most students attended all classes and their expected
grades range between 70‐100%.
Three qualitative questions were part of the survey as well. They aimed to determine
the areas that students most liked or disliked as well as identify elements that
students would have wanted the course to cover. Even with the course covering 8
sessions and therefore 24 hours of contact, some students suggested the course to
take even longer.
8. Ana ADI
Doctoral Researcher – University of the West of Scotland, UK
PR Consultant
http://anaadi.wordpress.com
Observations and Conclusions:
All the answers given to the questions asked are in the higher positive range – from
good to excellent.
The areas marked the students as being excellent (obtaining also the majority vote)
were:
• The lecturer’s use of technology (76.47%)
• The lecturer’s use of examples and illustrations (70.59%)
• The relevance and usefulness of the course content (52.94%)
The practical aspects of the course were mentioned as strong points of the course
and good learning experiences. It should be noted that this semester featured two
individual assignments and two team‐work assignments, apart from the final team‐
project all other projects having as deadline the end of the day’s class time. To
showcase the student’s assignments the following platforms were used:
http://kathonewmedia.wordpress.com
http://kathonewmedia.posterous.com
http://kathonewmedia.pbworks.com
These spaces were also used to showcase the student’s final practical projects.
It is notable that many of the students indicate as an important factor the lecturer’s
enthusiasm and support. As with previous semesters, this shows reiterates the
potential, if not the need, for courses to be delivered in a more interactive way
where students are constantly given challenges to solve together with the lecturer.
When it comes to the use of technology, even three years since the course was first
offered, the online live video guest lectures obtained still a very positive evaluation
even from a group who is accustomed to using online live video streaming platforms
for personal uses. The responses indicate that the transfer of knowledge, dialogue as
well as learning objectives could be achieved regardless of the presence in class of
the lecturer. Furthermore, the good evaluation the online live video lectures
received show that students appreciate contact with industry experts. It also
presents a potential for application in other courses and other environments as a
short‐term yet cost‐effective solution.
Recommendations and suggestions:
9. Ana ADI
Doctoral Researcher – University of the West of Scotland, UK
PR Consultant
http://anaadi.wordpress.com
Taking into account the students’ observations and in an attempt to make a link to
the areas determined in the course evaluation as having a potential for improvement
it is suggested:
• An expansion and diversification of the social media curriculum from
general topics such as the one suggested by this course to more
platform/use oriented ones such as design or branding.
• An expansion of the New Media course to local students as well (not
necessarily in the same classroom).
• To attempt selecting students prior to begging of class (submission of online
resume and Skype interview would allow the lecturer to interact first hand
with the students and ensure interest, motivation and preparation are high).
This will enable the visiting lecturer to search and negotiate short‐term
projects with small and medium companies that would benefit from the work
and feedback of the students. Moreover, it will ensure that the content
delivered meets the students specialization needs.
• To continue emphasizing on the practical aspects of new media.
• To liaise with commercial clients and thus offer the students the opportunity
to work on projects with real impact on business actors.
• To liaise with other educational institutions within and outside of Belgium
enabling students to collaborate and interact with their peers in short‐term
projects.
• To continue to have guest lecturers from different universities joining via
online live video.
• To continue emphasizing on short‐deadline assignments as a means of
preparing students to thrive in their future working environments.
• To offer the course to returning students (if they want to), their assignment
being to develop an online communication strategy or campaign for a
product/company of their choice or to work on new media aspects that could
relate to their honour’s degrees for their home institutions .