Institutions of Higher Education find themselves in difficult times where budgets are being cut while the demand for online learning increases year-to-year. While budgets are cut, the cost to design and to develop courses online is increasing. Given this, colleges and universities need to find creative yet effective ways to develop more online courses. The staff at CU Online have found one method to accomplish this – web camp. The following article outlines how one university uses Web Camps throughout the year to not only meet the growing demand for online learning but also improve the quality
This presentation provides 30 pointed citations from the book: Online Education and Learning Management Systems. The book is freely available via my homepage at http://home.nki.no/morten/
This presentation provides 30 pointed citations from the book: Online Education and Learning Management Systems. The book is freely available via my homepage at http://home.nki.no/morten/
Education Clouds: Cloud Computing West 2012 ConferenceGigi Johnson
Mini-Keynote Presentation from the November 2012 Cloud Computing West conference - http://www.cloudcomputingassn.org/events/T1204/agenda.html. Discussion of the transformation paths of US education as it leans into cloud-based computing and storage in its pursuit of Everywhere Education
some thoughts and samples on how to use the web to enhance the classroom. to have all the weblinks embedded to the slides just download the original slides from slideshare and click on all the visuals - it will bring you to the sample website
Take your classroom outside of the school building walls! This workshop will lead you to online resources and collaboration tools for participation in multiple communities of global educators. Using Web 2.0 and global collaboration practices, connect your students to classrooms from around the world in cultural exchange and ambassadorship. Organizations such as Taking it Global, Journey North, Flat Classrooms, and many others offer exciting opportunities for your students to use 21st C Skills to learn international cooperation and collaboration as well as environmental & social/cultural appreciation. Use school-safe email such as ePal and volunteers from Peacecorps to connect with international pals or join on-going international projects. You may even be ready to learn to create your own international projects and find resources to help you along the way.
(Teacher Evaluation Standards II b-Embracing diversity in community & world; III d Incorporation of 21st C learning skills)
District Perspectives on Doing More with Less: A Client PanelBlackboard
With the nation's economic challenges and the prospect of state and local budget shortfalls, school systems everywhere are facing budgetary pressures and the possibility of significant reductions. Districts are seeking solutions for reducing costs without negatively affecting the quality and scope of their core instructional programs.
The good news is some districts are already doing just this by finding innovative ways to do more with less. Blackboard asked them to share their tips for success.
Two clients,Lubbock Independent School District and Baltimore City Public School System, share how they are stretching their dollars without compromising teaching and learning. This presentation shares insights and tips from fellow educators.
Also explored is how Blackboard K-12 helps districts deliver 21st century educational experiences that are engaging and effective- with an eye on doing more with less..
Learning Management Systems - extracting Value from their e-VolutionAlan Arnold
A presentation on day 2 of the "e-Evolution: Adventures in e-Research and e-Learning" forum University of Melbourne, 29-30 Sep. 2009
http://www.cshe.unimelb.edu.au/academic_dev/eseminars09.html
How Moodle LMS Provides Quality E-Learning Opportunities During the Covid-19 ...IDS Logic Pvt. Ltd.
E-learning is an emerging field and as a promising instructional medium, it has a great impact on teaching and learning activities. The fundamental nature of e-learning is that it differs from face to face delivery, thereby requiring some more features for course development, interaction and online assessment.
Presentation given for the National College Learning Center Association
In these unprecedented times, the face of higher education is rapidly changing, and our learning centers must adapt to find ways to help our students (the privileged and underprivileged) engage effectively with technology. The realities of how we support students and the services we offer them must adapt to the current shifts to online learning in their content courses. We must expand upon existing online services and/or develop new ones. We must also support/train our staff members to manage the new ways in which our learning centers must operate.
Learning centers professionals are going to have to think of ways to deliver services 100% online. We need to think about our staff (students and professionals) and how we train them as well as the ways in which we engage our students who might be struggling with the demands of shifting to new modes of learning. Join this evolving conversation in one or both webinars:
Part 1 - Identifying Immediate Needs - this week (3/20/2020)
How we can triage and respond in real time to a rapidly evolving change to our operations?
Part 2 - Planning for the Long-term - next week (3/27/2020)
How do we reflect, assess, resource for sustainability, and plan for future change?
Trends and approaches in medical education in the digital age Natalie Lafferty
The use of technology has become ubiquitous in medical education. Educational technologies have increased access to learning resources but there are also challenges and personal development needs for both staff and students to be considered. This presentation that I gave to the Galway Area Medical Education group at Galway Medical School on 7 March 2013 considers some of the emerging trends in using technology in medical education and approaches to their implementation with examples from across the continuum of medical education.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
problem -solving in order to facilitate the teaching and learning of chemistry in schools.
Impact of Reading Behaviour on Teacher Efficacy among Arts and Science Colleg...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
The Effect of Using Ipad on the Achievement of Children in Layla Kindergarten...iosrjce
This study investigated the effect of using the iPad on children’s achievement of Layla kindergarten
in Saudi Arabia, in Aflaj district, compared to the traditional method. The study sample was formed of (42)
male and female children during the second semester of the scholastic year 2013/2014. The sample population
were randomly selected using the simple sample selection and then distributed into two groups: the control
group (22children) were taught using the traditional method, and the experimental group (20children) were
taught using the iPad. An achievement multiple choice test was given to the population of the two study groups,
and the test credibility and reliability were confirmed (reliability coefficient was 0.85). The study results
showed the existence of differences with statistical indication (α = 0.05) between the achievement of the
experimental group children and those of the control group. The implications of the results are that the iPad
can benefit children in improving their language skills in a motivating learning environment. The results were
in favor of the experimental group children, which were attributed to iPad teaching method. They showed that
there were no statistically differences attributed to the gender variable or to the interaction between the gender
variable and teaching method variable. The study was concluded by giving some recommendations and
suggestions pertaining to this study.
Education Clouds: Cloud Computing West 2012 ConferenceGigi Johnson
Mini-Keynote Presentation from the November 2012 Cloud Computing West conference - http://www.cloudcomputingassn.org/events/T1204/agenda.html. Discussion of the transformation paths of US education as it leans into cloud-based computing and storage in its pursuit of Everywhere Education
some thoughts and samples on how to use the web to enhance the classroom. to have all the weblinks embedded to the slides just download the original slides from slideshare and click on all the visuals - it will bring you to the sample website
Take your classroom outside of the school building walls! This workshop will lead you to online resources and collaboration tools for participation in multiple communities of global educators. Using Web 2.0 and global collaboration practices, connect your students to classrooms from around the world in cultural exchange and ambassadorship. Organizations such as Taking it Global, Journey North, Flat Classrooms, and many others offer exciting opportunities for your students to use 21st C Skills to learn international cooperation and collaboration as well as environmental & social/cultural appreciation. Use school-safe email such as ePal and volunteers from Peacecorps to connect with international pals or join on-going international projects. You may even be ready to learn to create your own international projects and find resources to help you along the way.
(Teacher Evaluation Standards II b-Embracing diversity in community & world; III d Incorporation of 21st C learning skills)
District Perspectives on Doing More with Less: A Client PanelBlackboard
With the nation's economic challenges and the prospect of state and local budget shortfalls, school systems everywhere are facing budgetary pressures and the possibility of significant reductions. Districts are seeking solutions for reducing costs without negatively affecting the quality and scope of their core instructional programs.
The good news is some districts are already doing just this by finding innovative ways to do more with less. Blackboard asked them to share their tips for success.
Two clients,Lubbock Independent School District and Baltimore City Public School System, share how they are stretching their dollars without compromising teaching and learning. This presentation shares insights and tips from fellow educators.
Also explored is how Blackboard K-12 helps districts deliver 21st century educational experiences that are engaging and effective- with an eye on doing more with less..
Learning Management Systems - extracting Value from their e-VolutionAlan Arnold
A presentation on day 2 of the "e-Evolution: Adventures in e-Research and e-Learning" forum University of Melbourne, 29-30 Sep. 2009
http://www.cshe.unimelb.edu.au/academic_dev/eseminars09.html
How Moodle LMS Provides Quality E-Learning Opportunities During the Covid-19 ...IDS Logic Pvt. Ltd.
E-learning is an emerging field and as a promising instructional medium, it has a great impact on teaching and learning activities. The fundamental nature of e-learning is that it differs from face to face delivery, thereby requiring some more features for course development, interaction and online assessment.
Presentation given for the National College Learning Center Association
In these unprecedented times, the face of higher education is rapidly changing, and our learning centers must adapt to find ways to help our students (the privileged and underprivileged) engage effectively with technology. The realities of how we support students and the services we offer them must adapt to the current shifts to online learning in their content courses. We must expand upon existing online services and/or develop new ones. We must also support/train our staff members to manage the new ways in which our learning centers must operate.
Learning centers professionals are going to have to think of ways to deliver services 100% online. We need to think about our staff (students and professionals) and how we train them as well as the ways in which we engage our students who might be struggling with the demands of shifting to new modes of learning. Join this evolving conversation in one or both webinars:
Part 1 - Identifying Immediate Needs - this week (3/20/2020)
How we can triage and respond in real time to a rapidly evolving change to our operations?
Part 2 - Planning for the Long-term - next week (3/27/2020)
How do we reflect, assess, resource for sustainability, and plan for future change?
Trends and approaches in medical education in the digital age Natalie Lafferty
The use of technology has become ubiquitous in medical education. Educational technologies have increased access to learning resources but there are also challenges and personal development needs for both staff and students to be considered. This presentation that I gave to the Galway Area Medical Education group at Galway Medical School on 7 March 2013 considers some of the emerging trends in using technology in medical education and approaches to their implementation with examples from across the continuum of medical education.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
problem -solving in order to facilitate the teaching and learning of chemistry in schools.
Impact of Reading Behaviour on Teacher Efficacy among Arts and Science Colleg...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
The Effect of Using Ipad on the Achievement of Children in Layla Kindergarten...iosrjce
This study investigated the effect of using the iPad on children’s achievement of Layla kindergarten
in Saudi Arabia, in Aflaj district, compared to the traditional method. The study sample was formed of (42)
male and female children during the second semester of the scholastic year 2013/2014. The sample population
were randomly selected using the simple sample selection and then distributed into two groups: the control
group (22children) were taught using the traditional method, and the experimental group (20children) were
taught using the iPad. An achievement multiple choice test was given to the population of the two study groups,
and the test credibility and reliability were confirmed (reliability coefficient was 0.85). The study results
showed the existence of differences with statistical indication (α = 0.05) between the achievement of the
experimental group children and those of the control group. The implications of the results are that the iPad
can benefit children in improving their language skills in a motivating learning environment. The results were
in favor of the experimental group children, which were attributed to iPad teaching method. They showed that
there were no statistically differences attributed to the gender variable or to the interaction between the gender
variable and teaching method variable. The study was concluded by giving some recommendations and
suggestions pertaining to this study.
‘Participating’ Model in Mentoring for Teachers iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
Green School in the Perspective of Secondary School Students in Semarang, Cen...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
"Classroom in community: serving the elderly people learning from senior citi...bongsir
"Classroom in community: serving the elderly people learning from senior citizens" Community-based service-learning for secondary schools students in Hong Kong
Unlocking the Potential of On-Demand Learning in the WorkplaceKip Michael Kelly
Today‘s E-learning takes what worked from earlier versions of distance learning (such as video conferencing) and combines it with new Web technologies, to provide richer, more dynamic learning experiences than ever before.This white paper will discuss the evolution of online, on-demand learning and what to look for when designing or purchasing E-learning programs for your organization. Through case examples, it will also provide training and development professionals with ideas about how to apply on-demand learning in their workplaces to meet strategic objectives and succeed in today‘s fast-paced global marketplace.
Multimodal Course Design and Implementation using LEML and LMS for Instructio...IJMIT JOURNAL
Traditionally, teaching has been centered around classroom delivery. However, the onslaught of the
COVID-19 pandemic has cultivated usage of technology, teaching, and learning methodologies for course
delivery. We investigate and describe different modes of course delivery that maintain the integrity of
teaching and learning. This paper answers to the research questions: 1) What course delivery method our
academic institutions use and why? 2) How can instructors validate the guidelines of the institutions? 3)
How courses should be taught to provide student learning outcomes? Using the Learning Environment
Modeling Language (LEML), we investigate the design and implementation of courses for delivery in the
following environments: face-to-face, online synchronous, asynchronous, hybrid, and hyflex. A good
course design and implementation are key components of instructional alignment. Furthermore, we
demonstrate how to design, implement, and deliver courses in synchronous, asynchronous, and hybrid
modes and describe our proposed enhancements to LEML.
MULTIMODAL COURSE DESIGN AND IMPLEMENTATION USING LEML AND LMS FOR INSTRUCTIO...IJMIT JOURNAL
Traditionally, teaching has been centered around classroom delivery. However, the onslaught of the
COVID-19 pandemic has cultivated usage of technology, teaching, and learning methodologies for course
delivery. We investigate and describe different modes of course delivery that maintain the integrity of
teaching and learning. This paper answers to the research questions: 1) What course delivery method our
academic institutions use and why? 2) How can instructors validate the guidelines of the institutions? 3)
How courses should be taught to provide student learning outcomes? Using the Learning Environment
Modeling Language (LEML), we investigate the design and implementation of courses for delivery in the
following environments: face-to-face, online synchronous, asynchronous, hybrid, and hyflex. A good
course design and implementation are key components of instructional alignment. Furthermore, we
demonstrate how to design, implement, and deliver courses in synchronous, asynchronous, and hybrid
modes and describe our proposed enhancements to LEML.
MULTIMODAL COURSE DESIGN AND IMPLEMENTATION USING LEML AND LMS FOR INSTRUCTIO...IJMIT JOURNAL
Traditionally, teaching has been centered around classroom delivery. However, the onslaught of the
COVID-19 pandemic has cultivated usage of technology, teaching, and learning methodologies for course
delivery. We investigate and describe different modes of course delivery that maintain the integrity of
teaching and learning. This paper answers to the research questions: 1) What course delivery method our
academic institutions use and why? 2) How can instructors validate the guidelines of the institutions? 3)
How courses should be taught to provide student learning outcomes? Using the Learning Environment
Modeling Language (LEML), we investigate the design and implementation of courses for delivery in the
following environments: face-to-face, online synchronous, asynchronous, hybrid, and hyflex. A good
course design and implementation are key components of instructional alignment. Furthermore, we
demonstrate how to design, implement, and deliver courses in synchronous, asynchronous, and hybrid
modes and describe our proposed enhancements to LEML.
This presentation was given to the faculty of Benton High School. After a year-long educational technology integration plan moved a cohort of 20 teachers into a place to bring the whole of the staff into the fold... we are ready to take the next step for our kids.
Emerging models of connected professional development with chrissi nerantziSue Beckingham
Learning happens everywhere and all the time. It always did. It was and still is free-range and open. It is owned by the individual. Is education, particularly higher education, now moving into this direction too?
Spotting and seizing opportunities around us to learn, feeds our curiosity and gives our minds wings to explore, engage and experiment, create and grow. Today 'around us' has perhaps a different meaning for those who have access to the Internet and the distributed digital technologies. The affordances of digital tools and social media, transform us into connected active participants and imaginative creators. 'Around us' has gained a pan-geographical dimension and stretches across the globe, across societies and communities, across cultures. This new state of distributed togetherness creates new, exciting and often transformative learning and development opportunities we never had before.
https://showtime.gre.ac.uk/index.php/ecentre/apt2015/paper/viewPaper/758
This article will attempt to convince the reader that a blended learning approach, where an online course is supplemented by one or more classroom sessions along with several other potential delivery methods, has the greatest potential for a strong learning outcome and student satisfaction. The artic|e's contents are largely based on this author’s experience teaching a hybrid class at California State University, the research he did for his doctoral dissertation, along with an article he wrote for the Wilberforce University Faculty Journal.
Construct maps are important tools in educational assessment and can serve multiple purposes related to development and validation, as well as score interpretation and use. This chapter outlines a process for developing a construct map from the qualitative ordering of teachers’ responses to open-ended assessment items. The construct of interest pertains to a teacher’s ability to attend to what students say and do, which is a key component of many recommendations for instructional practice within mathematics education. The instrument we are developing is designed to measure teachers’ attentiveness to student thinking in quantitative reasoning problem situations. A key aspect of our instrument development process is the development of a construct map that hierarchically orders qualitatively different levels of teacher attentiveness. In this chapter we describe our process for developing the construct map with the intent of providing an example to others who may be interested in engaging in the development of construct maps.
Scholars across many disciplines have grappled with questions of what it means for a person to
be and interact online. Who are we when we go online? How do others know we are there and
how do they perceive us? Within the context of online learning, scholarly questions tend to
reflect more specific concerns focused on how well people can learn in a setting limited to
mediated interactions lacking various communication cues. For example, how can a teacher and
students come to know each other if they cannot see each other? How can they effectively
understand and communicate with each other if they are separated by space and, in many
instances, time? These concerns are related to issues of social presence and identity, both of
which are complex, multi-faceted, closely interrelated constructs.
In search of a better understanding of social presence: An investigation into...Patrick Lowenthal
Research on social presence and online learning continues to grow. But to date,
researchers continue to define and conceptualize social presence very
differently. For instance, at a basic level, some conceptualize social presence as
one of three presences within a Community of Inquiry, while others do not.
Given this problem, we analyzed how researchers in highly cited social
presence research defined social presence in an effort to better understand how
they are defining social presence and how this might be changing over time. In
this article, we report the results of our inquiry and conclude with implications
for future research and practice.
Open Access Journals in Educational Technology: Results of a Survey of Exper...Patrick Lowenthal
As the academic publishing industry evolves, there has been an unprecedented growth of “open access journals” (OAJs). In educational technology alone, with an estimated 250 or more total journals, nearly one-third are designated as “open.” Though OAJs are lauded for their contribution to social justice issues (reduction of subscription requirement barriers), many people are suspicious of the content found in them and question the legitimacy of publishing in them. In this study, we sought to discover the opinions of educational technology scholars about OAJs in their own field. We were able to learn which OAJs were deemed to be most valuable, as well as the characteristics of OAJs thought to be particularly important. A companion site accompanies this article, http://edtechjournals.org
In Search of Quality: Using Quality Matters to Analyze the Quality of Massive...Patrick Lowenthal
The concept of the massive, open, online course (MOOC) is not new, but high-profile initiatives have moved them into the forefront of higher education news over the past few years. Members of institutions of higher education have mixed feelings about MOOCs, ranging from those who want to offer college credit for the successful completion of MOOCs to those who fear MOOCs are the end of the university as we know it. We set forth to investigate the quality of MOOCs by using the Quality Matters quality control framework. In this paper, we present the results of our inquiry, with a specific focus on the implications the results have on day-today practice of designing online courses.
Getting graphic About Infographics: Design Lessons Learned From Popular Infog...Patrick Lowenthal
People learn and remember more efficiently and effectively through the use of text and visuals than through text alone. Infographics are one way of presenting complex and dense informational content in a way that supports cognitive processing, learning, and future recognition and recollection. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear; because they are visual presentations as opposed to oral or text presentations, they can quickly tell a story, show relationships, and reveal structure. The following paper reports on an exploration of top 20 “liked” infographics on a popular infographic sharing website in an effort to better understand what makes an effective infographic in order to better prepare graduate students as consumers and designers of infographics. The paper concludes with recommendations and strategies on how educators might leverage the power of infographics in their classrooms.
Intentional Web Presence for Research and Technology ProfessionalsPatrick Lowenthal
Intentionally creating a well-crafted online presence, sometimes called a web presence, is important not only for recent graduates but for any professional in a community of practice that values technology use and innovation (e.g., information technology, computer science, digital and graphic design); also, professionals who work with external stakeholders (e.g., consultants working with clients, teachers working with parents, artists working with customers and funding sources) benefit from attention to their web presence. In this presentation, I will share why professionals need to attend to their web presence and share some strategies for crafting the components of a vibrant and dynamic professional web presence and digital footprint.
AERA 2015 Instructional Design Lessons Learned From Reviewing Popular Infogra...Patrick Lowenthal
Infographics are one way of presenting complex and dense informational content in a way the supports cognitive processing, learning, and future recognition and recollection. Infographics, as the name implies, are a way of presenting information graphically. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear. In this session we will share the results of our inquiry into what makes an effective infographic. Derived from our inquiry, we will share recommendations on how educators might leverage the power of infographics in their classrooms, and assignments we now use with our students.
Online video is believed to help build social presence and community in online courses. But do students actually watch these videos? And what do they think of them? Do they always build social presence for every student? This mixed methods exploratory study investigates students’ perceptions of online video and the degree to which different uses of online video (e.g., video announcements, instructional screencasts, and video feedback) help establish and maintain social presence. The results of the study and the implications for faculty and instructional designers will be discussed in this session.
Intentional Web Presence for Educational Technology ProfessionalsPatrick Lowenthal
Educational technology professionals must be digitally literate. Part of this involves effectively managing one’s web presence. In this presentation, I will argue that educational technology professionals need to practice what they preach by attending to their web presence. I will share strategies for crafting the components of a vibrant and dynamic professional web presence such as creating a personal website, engaging in social networking, contributing and sharing resources/artifacts, and attending to search engine optimization (SEO).
PASSHE 2015: If You Record It, Will They Watch It? And Will It Matter? Explor...Patrick Lowenthal
If You Record It, Will They Watch It? And Will It Matter? Exploring Student Perceptions of Online Video
Online videos can help build presence and community in online courses. But do students actually watch these videos? The presenter will share his experience using asynchronous video (e.g., video announcements, video feedback) as well as share research on students perceptions of asynchronous video, while engaging the audience in their own use of rich media.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
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.
South African Journal of Science: Writing with integrity workshop (2024)
Digital campfires: Innovations in helping faculty explore the online learning wildness
1. MERLOT Journal of Online Learning and Teaching Vol. 6, No. 3, September 2010
665
Digital Campfires: Innovations in Helping Faculty Explore the
Online Learning Wildness
Campamentos Digitales: Innovaciones para Ayudar a la Facultad Explorar
Aprendizajes no Gobernados Online
Patrick R. Lowenthal
University of Colorado Denver
Denver, CO 80217, USA
patrick.lowenthal@ucdenver.edu
David Thomas
University of Colorado Denver
Denver, CO 80217, USA
david.thomas@ucdenver.edu
Abstract
Institutions of Higher Education find themselves in
difficult times where budgets are being cut while the
demand for online learning increases year-to-year.
While budgets are cut, the cost to design and to
develop courses online is increasing. Given this,
colleges and universities need to find creative yet
effective ways to develop more online courses. The
staff at CU Online have found one method to
accomplish this - web camp. The following article
outlines how one university uses Web Camps
throughout the year to not only meet the growing
demand for online learning but also improve the quality
of courses being developed.
Keywords: Online course development, Faculty
development, Professional development, Online
course quality, Collaborative course design, Online
learning, Enrollment Management
Resumen
Las Instituciones de Educación Superior se
encuentran en dificultades cuando se reducen los
presupuestos en tanto la demanda para aprendizaje
online aumenta año-a-año. Mientras los
presupuestos se reducen, el costo de diseñar y
desarrollar cursos online está aumentando. Debido
a esto, los colleges y universidades necesitan
encontrar vías creativas pero efectivas para
desarrollar más cursos online. El equipo directivo
de CU Online ha encontrado un método para lograr
esto—el campo web. El siguiente artículo bosqueja
como una universidad utiliza los Campos Web
durante todo el año no solo para cumplir con la
creciente demanda para recibir educación online
sino también para mejorar la calidad de los cursos
que se están siendo desarrollados.
Palabras Claves: desarrollo de cursos online,
desarrollo de la Facultad, desarrollo profesional,
calidad del curso online, diseño de cursos
colaborativos, aprendizaje online, Manejo de
matrículas.
Introduction
Colleges and universities offer more courses online each year. An estimated 4.6.million students took at
least one online course in the fall of 2008—over 600,000 more than during the previous year (Allen &
Seaman, 2010). And enrollments have been estimated to be increasing anywhere from 9%-33% per
year (Allen & Seaman, 2010; Tallent-Runnels et al., 2006).
At the same time, colleges and universities find themselves in tough times in which they are expected to
do more with less; most are cutting their budgets each year (Krupnick, 2008; Lyndsey, 2007; Will, 2003)
and more recently they are instituting hiring freezes (Evans, 2008; Go, 2008; Masterson, 2008). Even
before these hiring freezes, colleges and universities have relied more and more on adjunct faculty to
teach courses (Finder, 2007). This trend will likely continue in these tough economic times. In this
climate, colleges and universities must find ways to support faculty--both full time and adjunct--designing
and developing online courses. The following paper outlines how we accomplished this at our institution
from the trenches through the use of Web Camps.
2. MERLOT Journal of Online Learning and Teaching Vol. 6, No. 3, September 2010
The Problem
Early on the first online courses were designed, developed, and offered by regular full-time university
faculty interested in exploring this new medium (Oblinger & Hawkins, 2006). Unfortunately, though, many
of these early online courses were simply adaptations of classroom-based courses (Lowenthal & White,
2009). Many colleges and universities still rely on this faculty-driven model to design, develop, and
deliver their online courses and programs and given rising budget issues, this is likely to continue.
Bates (1997) characterized this faculty-driven model as the “Lone Ranger and Tonto” approach because
of its heavy reliance on individual, lone ranger type, faculty. However, as the demand for entire
academic programs offered online has increased—coupled with continued technological innovation—
many institutions are realizing that the development and delivery of online education is an increasingly
complicated process, requiring both a specialized pedagogy and technological expertise (Lynch, 2005;
Oblinger & Hawkins, 2006).
To complicate matters further, developing online courses and programs can be costly; an online course
has been estimated to cost anywhere from $5,000 - $60,000 per course (Boettcher, 2004; Davis, 2009;
Schiffman, 2005). Despite their cost, fueled by increase demand, institutions must continue to find ways
to design, develop, and deliver online courses--which depending on the institutional structure--involves
supporting faculty (both full time and adjunct) in one way or another.
A Possible Solution: Web Camp
As online education has moved from the fringes to become an integral part of most college and
university’ long-term plans (Allen & Seaman, 2006), colleges and universities are adopting new models
to support online learning. In the following section we outline a strategy called Web Camp that can be
used at institutions that have a centralized or decentralized model of online course development.
One of the authors (Thomas) originally came up with the idea of offering a “Web Camp” in response to a
request from Bob Tolsma, assistant vice-chancellor for academic technology, to increase faculty interest
in online course development. Tolsma was concerned that lacking clear incentives at our institution to
teach online, tenure-line faculty were growing reluctant to take on the extra load of creating and teaching
an online course. The solution that emerged was Web Camp, a week-long workshop designed to help
faculty develop new fully online courses (CU Online, 2006, para 1).
Web Camp originally was offered during the summer to help faculty develop online courses for the
upcoming fall semester. The purpose of Web Camp was to find a way to help support and motivate
faculty to create new online courses. Specifically at our university, there is very little incentive for faculty
to teach online--let alone develop new online courses. Like other institutions (see Maguire, 2005),
teaching online and course development in general at our university are not given much weight in tenure
and promotion decisions. But at the same time, our online enrollments continue to grow and each
semester more students sit on wait lists because there are not enough online courses and sections
available.
Over time and largely due to the overall success of Web Camp, Thomas realized that there was a need
to offer faculty a similar type of support to develop spring semester courses--which gave rise to Winter
Web Camp.
While Summer Web Camp and Winter Web Camp both focus on helping faculty design and develop
online courses, they each go about it in different ways. In the following, we briefly describe each one.
Summer Web Camp
Summer Web Camp began in 2006 as a joint partnership between CU Online and the Center for Faculty
Development. Since its inception, Summer Web Camp has been structured as an opportunity to help
faculty design new courses online.
Recognizing some barriers to the creation of new online courses--specifically, lack of time, lack of skills,
and lack of monetary support--the Web Camp format was designed to concentrate a skill-building
experience in a compressed time period coupled with a stipend and other incentives to attend. More
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3. MERLOT Journal of Online Learning and Teaching Vol. 6, No. 3, September 2010
specifically, faculty are given a stipend to attend Summer Web Camp to help compensate them for
designing and developing a new online course. They also receive other things such as a themed camp
T-shirt, university paraphernalia, books about online learning, catered breakfasts and lunches, software
and hardware, and an end-of-camp recognition luncheon.
Because of limited space and funds, not all faculty can attend Summer Web Camp. In order to attend,
faculty must complete an application outlining the new course he or she is planning to develop as well as
secure college dean and department chair signatures indicating that the course is expected to be offered
within the upcoming academic year. Further, faculty are asked to complete 50% of their new course
during the week of Web Camp.
Structure of Summer Web Camp
Summer Web Camp is a weeklong with a normal day running from 8:30 a.m. to 3:00 p.m. The day
begins with breakfast followed by morning workshops. After the workshops, faculty have lunch and take
part in afternoon workshops. The workshops blend short lectures and demonstrations with significant
blocks of time for camp participants to practice skills and techniques and work on developing their actual
course. In fact, this is one of the key ways that Summer Web Camp differs from other faculty
development activities we offer at our University. Workshop content focuses not only on specific tools
(e.g., how to use a particular feature of our course management system) but also on tips and best
practices for online teaching and learning (e.g., different ways to use class discussions, hold office
hours, and assess student learning). We have found that peer support and dialogue between faculty
participants has improved not only the overall Web Camp experience for the participants but also the
courses developed.
Benefits of Summer Web Camp
There are many observed benefits to Summer Web Camp. First, the university is able to support (and
one might argue possibly even motivate) faculty to develop new online courses that might not be
developed otherwise. For instance, since 2006, 55 new courses have been developed as a result of
Summer Web Camp (see Table 1). Second, full time and part time faculty from a wide range of the
university's schools and colleges take part in Web Camp. Third, and reflecting best practices, faculty
avoid the drawbacks of designing courses in isolation (Hencmann, 2004). Summer Web Camp provides
faculty an opportunity to talk to other faculty about how to accomplish certain things online, share ideas,
and develop a positive camp camaraderie - which is especially important because faculty tend to make
assumptions about what can or cannot be done online often based on limited experience teaching online
(Wray, Lowenthal, Bates, & Stevens, 2008). For instance when asked about the things they enjoyed the
most in Summer Web Camp, faculty pointed out the benefits of working with and talking to others as is
illustrated in some of their comments (see Table 2).
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Table 1. Number of New Online Courses
Summer
2006
Summer
2007
Summer
2008
Summer
2009
Total
Number of New Online Courses 15 13 17 10 55
Summer Web Camp has been successful in part because there is an effort to maintain a healthy balance
between workshops and lab time as well as fun and work time. But perhaps the best way to appreciate
the success of Summer Web Camp is to read some comments faculty have made about web camp.
Faculty have explained that
• “'I went into Web Camp pretty much panicked because I had committed to teaching online, and
had no idea whatsoever how to go about doing any of it... but Web Camp ... [gave]... me all the
tools I need to make my course a success, and I feel quite relieved.” (CU Online, 2006)
• “I’m teaching my first online course this summer and while I was a bit nervous about converting to
online, Web Camp was exactly what I needed to gain proficiency and confidence to make the
class successful” (CU Online, 2006)
4. MERLOT Journal of Online Learning and Teaching Vol. 6, No. 3, September 2010
668
Table 2. Faculty Comments about Designing Courses with Others
What is the thing you enjoyed most about Web Camp?
• "Hands on instant support – the group ideas and peer interactions. What a powerful learning
experience!"
• "The personality of the class"
• "Colleagues"
• "Collegiality"
• "...having David and others available to help solve problems as the occurred"
• "Meeting others – collaborative learning"
• "support of both David as well as other colleagues"
• "Learning a little about what others do in their classes"
• "Interacting with fellow teachers..."
Lessons Learned from Summer Web Camp
At times there has been a struggle meeting the needs of the diverse group of faculty who attend Summer
Web Camp. Faculty who attend Summer Web Camp range from those who have never taught an online
course before (and might have very basic computer skills) to those who have taught online for years and
possibly even attended more than one web camp. We have learned that it is often helpful to sit
beginners next to faculty who have taught online before. It has also been found helpful to have multiple
instructors and staff available during the workshops. In fact, during last year's Summer Web Camp, three
staff people were available in the workshop room and another one handling the catering. We have also
found that some faculty struggle with completing 50% of their course during the week of Summer Web
Camp (see Table 3). Finally, while some part time faculty (e.g., those who have their summer's off of
work or those who are retired) are attracted, it is primarily full time faculty who attend Summer Web
Camp.
Table 3. Percent of Course Faculty Reported Completing in Summer Web Camp
Year 2006 2007 2008
Range 12% - 99% 15% - 80% 4% - 80%
Average 36% 49% 44%
Median 25 60 50
Standard Deviation 26.6 26.4 27.1
Future Directions of Summer Web Camp
Based on faculty's positive feedback coupled with the continual need to offer new courses online,
Summer Web Camp has become an annual event. While there are no plans to make any major changes
in the way Summer Web Camp is hosted, thought is regularly given to ways to improve the format and/or
the workshops. For instance, in the future Summer Web Camp might be offered at other campus
locations (note: Our university has two main campuses). Further, while Summer Web Camp is undeniably
a success on our campus, it fails to support faculty who want to improve current online courses that they
teach. Therefore, in the future, a way might be found to incorporate some type of “remake and remodel”
process for faculty who have been teaching a course online for years but want to focus on improving it.
Further, while the current structure of Summer Web Camp is conducive to our campus' decentralized
culture, other colleges and universities might find opportunities and/or a need to get other entities
involved with web camp. For example, there might be a place for groups such as the library, service
5. MERLOT Journal of Online Learning and Teaching Vol. 6, No. 3, September 2010
learning, outcomes and assessment to get involved. Further, some institutions - depending on resources
- might even want to assign an instructional designer to each faculty member (or a group of them) and/or
have the completed courses go through some type of audit or quality control process (e.g., like a Quality
Matters evaluation).
Winter Web Camp
While Summer Web Camp was developed to help faculty design and develop online courses for the fall,
as mentioned earlier, it was recognized that faculty needed some type of support to design and develop
online courses for the spring semester. But rather than simply mirror Summer Web Camp, Winter Web
Camp was designed with a different focus and format.
Structure of Winter Web Camp
Whereas Summer Web Camp was designed primarily to attract faculty to design and develop (and
ultimately teach) new online courses, Winter Web Camp was specifically designed for veteran faculty who
had been teaching in the face-to-face classroom and/or online for years. As a result, Winter Web Camp
focuses on more advanced tools and pedagogies in more of a conference structure with predetermined
workshops. For instance, Winter Web Camp 2008 had workshops on the following:
669
• eCollege fundamentals
• Blackboard fundamentals
• Adding video to your course
• Blogs, wiki's, and podcasts
• Student engagement, social presence, and the future of online learning
• 10 tech tools to watch
• Using Google forms for student interaction and data gathering
In addition to the workshops, open lab sessions are also offered where faculty can come in to receive
support for anything related to their hybrid or online course.
Further, while Summer Web Camp currently focuses on using eCollege (one of the two course
management systems used at our university), Winter Web Camp was designed to be more platform
independent (or at least to appeal to users of both course management systems in use at our institution).
Finally, and perhaps most importantly, Winter Web Camp was designed to attract both full time and
adjunct faculty. The face-to-face workshops are simulcasted and recorded (using Adobe Connect Pro) so
that faculty can attend as many or as few workshops as their schedule permits. If they miss one session,
they can always watch a recording of the workshop later on. (see
http://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/wwc/Pages/WWC
2010Recordings.aspx for a list of recordings) This is an important component of Winter Web Camp as
faculty often struggle to find the time to attend professional development workshops (Lowenthal, 2008;
Wray, et al., 2010).
Benefits of Winter Web Camp
The Winter Web Camp format provides many of the same benefits of the summer format, namely:
• Practice-focused presentations structured to allow for ample individual practice.
• Real time support of experts to troubleshoot problems, coach skills, and brainstorm solutions.
• A collegial environment where an interdisciplinary cohort of faculty share support, ideas and
teaching experience.
• A fun event that entices participation to an audience beyond those faculty in course development
crisis.
But unlike Summer Web Camp, which is only available to faculty who are developing new online courses
and have administrative approval, Winter Web Camp is open to all faculty--whether they teach online,
teach hybrid, and/or teach face-to-face courses. As a result, attendance in the 2009 Winter Web Camp
workshops ranged from 3 to 25 faculty with a broad range of attendees from across the university; in fact,
two different sessions attracted 23 and 25 faculty respectively (which is almost double the attendance of
6. MERLOT Journal of Online Learning and Teaching Vol. 6, No. 3, September 2010
the typical faculty development workshop held throughout the year at our institution). Further, because
faculty who attend Winter Web Camp do not receive a stipend, the overall cost to run it is much less than
Summer Web Camp.
Overall, faculty seem to really enjoy Winter Web Camp. The following comments were made by faculty
about attending Winter Web Camp:
• "I truly believe you need to offer a wide variety of info and let instructors select those items that
670
impact them. In my mind, you were very successful at this."
• "Because we can pick and choose which sessions to attend, participants can make it relevant for
themselves."
• "I always learn something at these camps, and I usually put into practice at least one new idea
the very next semester"
• "I love these things; they help me to be a better teacher and they make me think!"
• "Live trainings can be accessed live via the Internet: that’s extremely useful to me!"
• "...It was VERY helpful hearing from people online (looking at their comments, sometimes
responding to them, etc) and meeting the people who came to the Lab in person."
• "Thanks for offering this in a variety of ways, thus allowing me to participate"
• "... thanks for making the sessions accessible online live!!! As a telecommuter living outside
Denver, that’s quite useful to me (I wouldn’t attend any workshop/session on campus)."
• "I really appreciate the ability to attend these online. I wouldn’t have been able to attend this time
otherwise. I wish everything you guys put on (such as upcoming sessions) were online; I’d
probably go to almost all of them if they were"
Lessons Learned from Winter Web Camp
A variety of lessons have been learned from the Winter Web Camps. Unlike Summer Web Camp, which
involves the same core set of faculty in one location throughout the entire week, Winter Web Camp
presents additional challenges and opportunities. For instance, perhaps the biggest lesson learned
involved simulcasting the workshops. While we have simulcasted workshops for a couple of years with
overall success, we specifically ran into a number of audio problems during the 2009 Winter Web Camp.
The audio problems stemmed from a host of issues which included being in a new lab, using multiple
wireless microphones with conflicting wireless signals, having distance attendees with a variety of
broadband connections, to basics things such as successfully teaching a workshop to both a face-to-face
audience and an online audience at the same time. For example, presenters often forgot to repeat
questions people attending the face-to-face session would ask—thus leaving those attending online in the
dark. The majority of faculty who attended the sessions online had something to say about the audio
quality throughout the week. For instance, one faculty member stated that
• "...please have the audience comments/questions microphoned so that the online people can
hear. Otherwise, much is unnecessarily lost. Also, you might have one session co-leader monitor
the chat online, in case a timely question (e.g. of clarification) is posed from someone online."
• Please make sure that the 2nd microphone works. I missed a lot the first day on the basics of
eCollege because I could not hear what was being asked in the classroom.
Faculty also commented on the relevance of the topics chosen for each of the workshops. This involved
not only the overall topic but also the skill level. One faculty member stated that,
• "most of the session topics weren’t relevant or useful to me personally (although I’m glad they’re
offered for those who can use them). Thus, personally, I’d like some additional (other) topics." I
could use more that focuses on using the software’s basic features such as exams, discussions,
and grade management, which I’ve found very limiting in many ways (perhaps there are ways to
work around at least some of these software limitations I’ve come up against that a workshop
would reveal to me?).
7. MERLOT Journal of Online Learning and Teaching Vol. 6, No. 3, September 2010
671
Similarly, two others commented:
• "This camp is great. It would be more helpful if every session walked students through each
step. This would be slow, but effective. Everything goes too fast."
• "Great and overwhelming!"
Comments like these illustrate that despite the benefit of simulcasting workshops and enabling faculty at
a distance to attend, we need to do a better job of ensuring the best quality audio as possible, ensuring
that we have one person dedicated to monitoring questions posted in the chat pod online during the
workshops and that we repeat the comments and questions made by those attending face-to-face to help
those at a distance not miss a thing.
Future Directions of Winter Web Camp
Compared to Summer Web Camp, Winter Web Camp is still in its infancy. However, while there are many
things we can improve on, the basic structure, format, and focus of Winter Web Camp is likely not going
to change. We do however plan to continue to strive to remove any barriers for those attending at a
distance and find ways to replicate the experience--as best we can--those attending face-to-face have at
Winter Web Camp.
Conclusion
Colleges and Universities find themselves in difficult times where budgets are being cut but the demand
for online learning increases year-to-year. While budgets are cut, the cost to design and to develop
courses online is increasing—largely due to an increased demand for more interactive courses with high-end
media. Given this, colleges and universities need to find creative yet effective ways to develop more
online courses. We have found one method to accomplish this--web camp. Web camps, coupled with a
host of additional workshops and services (see: Lowenthal, Thomas, Thai, & Yuhnke, 2009) throughout
the year enable us to provide faculty the support they need to design and develop online courses.
With spring around the corner, there is still time for you to offer your faculty an opportunity to go to Web
Camp.
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