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.
Best Practices in Online Academic Advising DeliveryLaura Pasquini
The Global Community for Academic Advising (NACADA) has identified the need to educate advisors on how to effectively implement technology into their practice. The NACADA Technology in Advising Commission continues to thrive to support new initiatives and tap into the advising needs for the profession. During the 2009 NACADA Winter Institute, the first hands-on, interactive NACADA Technology Seminar (Pasquini, Steele, Stoller & Thurmond, 2009) introduced participants to a conversation about technology in advising. NACADA continues to support online webinars to share expertise and resources throughout the United States, and across the globe. Other examples of online NACADA development and training initiatives can be found on commission group wikis, regional blogs, slide sharing websites, NACADA Facebook group page and daily on the NACADA Twitter stream.
Overall, a renewed emphasis for collaborative, online engagement in the higher education community is evolving to develop new forms of interaction and assessment. Participants will learn and share examples of online advising delivery being utilized in the advising practice. Session facilitators will share their experience advising with social networks, IM, web conferencing, podcasts, slidecasting, and other online resources. The growing use of social media and online tools, combined with collective intelligence and mass involvement, is gradually but deeply changing the practice of learning (The Horizon Report 2008). Electronic technologies can create a change in pedagogy for students, staff and faculty connected to the advising process. Advising units need to think about online advising development that includes increased participation, self-paced learning design, and continual assessment and feedback.
Growing a whole institution culture of commitment to student engagementJisc
As the student engagement agenda has gained momentum in UK higher and further education, there are numerous interesting and complex issues that arise and seemingly prevent a whole institutional commitment to working with students as partners.
Issues such as departmental autonomy, traditional hierarchies and power dynamics, and lack of time invested in innovative student engagement all contribute to a landscape where engaging students remains a project rather than a culture, and something done in a few departments rather than across a whole institution.
Find out more at https://www.jisc.ac.uk/events/growing-a-whole-institution-culture-of-commitment-to-student-engagement-20-jan-2016
Embracing the Role of Academic Advising in Supporting Student SuccessJoshua Barron
This document discusses the important role of academic advising in supporting student success and retention. It argues that effective advising is key to promoting student engagement and integration, which are important factors that influence student intentions to stay or leave college. The document also discusses promising advising practices such as viewing advising as teaching, using collaborative reflection and decision-making, implementing advising syllabi, and promoting student self-authorship and high-impact educational experiences.
Jisc Change Agents' Network webinar 30 June 2015Ellen Lessner
Dr. Eleanor Quince, University of Southampton and Charlotte Medland, a student on the project, presented an overview of the Mission Employable; a student-led employability activity.
'Reflect and review' the webinar series led by Sarah Knight.
The document discusses the future of academic advising. It suggests advising will involve greater use of technology to connect students globally and increase digital access to learning materials. Advising will also become more collaborative, with advisors building relationships and connecting students' education to meaningful careers. Advisors will have more influence on their campuses by taking on leadership roles, evaluating academic programs, and demonstrating how advising contributes to student success. Additionally, advising will fully integrate with academics by having advisors considered faculty who conduct research and contribute to their field.
Data sharing and analytics in research and learningJisc
Learning analytics: progress and solutions - Niall Sclater and Michael Webb, both Jisc
Reading analytics - Clifford Lynch, CNI
Sharing data safely and it's re-use for analytics – David Fergusson, Francis Crick
Jisc and CNI conference, 6 July 2016
Best Practices in Online Academic Advising DeliveryLaura Pasquini
The Global Community for Academic Advising (NACADA) has identified the need to educate advisors on how to effectively implement technology into their practice. The NACADA Technology in Advising Commission continues to thrive to support new initiatives and tap into the advising needs for the profession. During the 2009 NACADA Winter Institute, the first hands-on, interactive NACADA Technology Seminar (Pasquini, Steele, Stoller & Thurmond, 2009) introduced participants to a conversation about technology in advising. NACADA continues to support online webinars to share expertise and resources throughout the United States, and across the globe. Other examples of online NACADA development and training initiatives can be found on commission group wikis, regional blogs, slide sharing websites, NACADA Facebook group page and daily on the NACADA Twitter stream.
Overall, a renewed emphasis for collaborative, online engagement in the higher education community is evolving to develop new forms of interaction and assessment. Participants will learn and share examples of online advising delivery being utilized in the advising practice. Session facilitators will share their experience advising with social networks, IM, web conferencing, podcasts, slidecasting, and other online resources. The growing use of social media and online tools, combined with collective intelligence and mass involvement, is gradually but deeply changing the practice of learning (The Horizon Report 2008). Electronic technologies can create a change in pedagogy for students, staff and faculty connected to the advising process. Advising units need to think about online advising development that includes increased participation, self-paced learning design, and continual assessment and feedback.
Growing a whole institution culture of commitment to student engagementJisc
As the student engagement agenda has gained momentum in UK higher and further education, there are numerous interesting and complex issues that arise and seemingly prevent a whole institutional commitment to working with students as partners.
Issues such as departmental autonomy, traditional hierarchies and power dynamics, and lack of time invested in innovative student engagement all contribute to a landscape where engaging students remains a project rather than a culture, and something done in a few departments rather than across a whole institution.
Find out more at https://www.jisc.ac.uk/events/growing-a-whole-institution-culture-of-commitment-to-student-engagement-20-jan-2016
Embracing the Role of Academic Advising in Supporting Student SuccessJoshua Barron
This document discusses the important role of academic advising in supporting student success and retention. It argues that effective advising is key to promoting student engagement and integration, which are important factors that influence student intentions to stay or leave college. The document also discusses promising advising practices such as viewing advising as teaching, using collaborative reflection and decision-making, implementing advising syllabi, and promoting student self-authorship and high-impact educational experiences.
Jisc Change Agents' Network webinar 30 June 2015Ellen Lessner
Dr. Eleanor Quince, University of Southampton and Charlotte Medland, a student on the project, presented an overview of the Mission Employable; a student-led employability activity.
'Reflect and review' the webinar series led by Sarah Knight.
The document discusses the future of academic advising. It suggests advising will involve greater use of technology to connect students globally and increase digital access to learning materials. Advising will also become more collaborative, with advisors building relationships and connecting students' education to meaningful careers. Advisors will have more influence on their campuses by taking on leadership roles, evaluating academic programs, and demonstrating how advising contributes to student success. Additionally, advising will fully integrate with academics by having advisors considered faculty who conduct research and contribute to their field.
Data sharing and analytics in research and learningJisc
Learning analytics: progress and solutions - Niall Sclater and Michael Webb, both Jisc
Reading analytics - Clifford Lynch, CNI
Sharing data safely and it's re-use for analytics – David Fergusson, Francis Crick
Jisc and CNI conference, 6 July 2016
What are skills learners' expectations and experiences of technology?Jisc
The document summarizes findings from a study on skills learners' expectations and experiences with technology. It discusses focus groups conducted with over 120 learners from various skills sectors. Key findings include that learners' technology skills and use vary widely, and they want access to devices and relevant digital experiences. Learners are also responsive to being asked how they want to use technology and prioritize good access over the latest gadgets. The study aims to provide guidance to skills providers on enhancing learners' digital experiences.
This document summarizes a presentation on supporting online students through academic advising. The presentation covered emerging technologies that can engage students, such as social media, blogs, and video sharing platforms. It also discussed principles of connectivism and communities of practice in online advising. The presentation suggested considering students' technology use and looking to the future, which may include increased digital advising resources, mobile/BYOD options, and web/video conferencing. It emphasized connecting with students in multiple ways through purposeful advising delivery.
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.
This document discusses trends in open education including rising demand for higher education, concerns about student debt and the perceived value of higher education, and the affordances of digital technologies. It outlines how digital copies and distribution are essentially free, changing business models for media like movies, music and textbooks. Open educational resources including open courseware and open textbooks are increasing in availability. Challenges of adopting open educational resources include lack of faculty knowledge, questions of quality and trust, and inflexible institutional processes. The document advocates for open policies that require publicly funded educational resources to be openly licensed to maximize dissemination, economic efficiency and social impact.
The messy realities of learning and participation in open courses and MOOCsGeorge Veletsianos
Presentation at Canada's Collaboration for Online Higher Education and Research Conference (COHERE), Vancouver, BC. In this presentation, I describe the messy realities of learning and participation in open online courses. I discuss the MOOC phenomenon as a symptom of chronic failures in the higher education system and discuss what we can learn about learning experiences by studying learning "on the ground."
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
DesignWorlds for College (DWC) is a division of DesignWorlds for Learning that helps academically competitive yet economically disadvantaged students get into and pay for college. DWC provides ongoing guidance to students through monthly meetings and communications. This includes helping students identify and develop their talents, research summer programs/internships, evaluate and improve their academics, and gain authentic community service experience. DWC also assists with the college application process and aims to help students find colleges that match their interests through a holistic approach.
This document discusses how open courseware (OCW) can help universities meet their goals. It provides an overview of what OCW is and its benefits. Some key points made include:
- OCW allows universities to increase their global reach and reputation by showcasing academic strengths for students, faculty and lifelong learners.
- It supports student recruitment and retention by providing open access to course materials. This enhances advising and evaluations.
- OCW encourages improvements in teaching quality by promoting the development and sharing of high-quality course content and teaching models.
- While legal, faculty and resource concerns present obstacles, over 200 institutions have launched OCW sites through collaborating in the OCW Consortium
HEAL 570: Selecting Technology for Higher EducationLaura Pasquini
The document discusses selecting technology to support advising in higher education. It notes key issues in higher ed around reduced funding and a need to focus on retention and completion. There is also a desire from advisors for integrated systems that allow holistic student support and communication across different tools and campus systems. The document provides examples of advisor wishes for technology, such as a single sign-on portal and tools to connect with students. It emphasizes the importance of selecting technologies that meet student and advisor needs, support learning outcomes, and are compatible with existing campus systems and resources.
Investigating blended learning in undergraduate educationCOHERE2012
This document summarizes a study investigating the blending of classroom instruction with the Moodle online learning platform in undergraduate education. The study involved courses across three faculties that used various blended learning models including fully online. Surveys of over 2,500 students found that models blending about 30% online time (Blend I) or a roughly 50-50 split between online and in-class time (Blend II) led to higher satisfaction and perceived learning than models with rotation between online and in-class components. Recommendations include emphasizing active learning and student engagement across both online and in-class environments.
Laura Pasquini presented at the WNY Advising Technology Conference on connecting advising through technology. She discussed key trends in higher education like reduced funding and a changing student population that are impacting advising. Pasquini summarized research showing the importance of advising for student success and engagement. She outlined resources like degree audits, communication tools, and analytics that advisors can use to connect with students. Pasquini envisioned the future of advising being more integrated across departments and utilizing innovative technologies and online spaces to interact with students.
This document summarizes a study on postgraduate students' experiences taking wrapped MOOCs at a South African university. The study found that (1) having an in-person facilitator to provide context and clarify concepts was important for students, as the facilitator replaced the absent online instructor. (2) Students preferred face-to-face interactions where they could ask questions and discuss with peers. (3) Students reported applying what they learned to their own research and gaining new skills, though (4) independent learning outside of facilitated sessions proved difficult, with many students struggling with workload and dropping out. Logistical factors like session length and group size also impacted the experience.
The document discusses accessibility issues with open educational resources (OERs) and provides guidance on designing OERs to be more inclusive of students with disabilities. It notes that accessibility is often an afterthought in OER design and that resources are difficult to locate. The document recommends following guidelines like WCAG and UDL and using tools to test accessibility. It also provides examples of resources that are working to improve OER accessibility through reviews, libraries and repository tagging.
This document summarizes a presentation about how staff-student partnerships are driving institutional change. It discusses the benefits of student-staff partnerships, provides examples of successful partnerships from various universities, and outlines challenges to establishing partnerships and a vision for their role in higher education by 2020. Key points discussed include gaining buy-in, demonstrating impact, integrating partnerships into strategies and policies, and ensuring partnerships continue beyond individual projects.
The popular media tells us that we live in an age of disengagement. 21st century professors are told they need to design curriculum to support student success and create an engaging classroom whether it is face-to-face, online, or in a blended learning environment. Creating engaging learning environments with technology will be essential to embrace 21st century learners and their ever evolving learning styles. Information Technology is dedicated to this philosophy and embraces varying technologies and learning concepts with other institutions and with our own faculty to generate innovation with technology and learning engagement in tandem. Information Technology invites the Stevens community to explore how educators can use some of the tools such as apps, clickers, open education resources, mobile learning, collaborative learning platforms from Google Hangouts to Massive Open Online Courses, and embrace the engagement strategies of social media
Digital student experience: Online Learners updateJisc
This document discusses a study on online learners. It defines online learning broadly as including exclusively online courses, courses with online elements, and online study within mainly face-to-face courses. This broad definition means most post-compulsory learners will have some online component.
The study will involve a literature review, consultation with online learners and staff, and synthesis of findings. Preliminary findings from the literature identify factors influencing online learning outcomes, including learner characteristics, the digital environment, and course design. Dominant themes are self-regulated learning and affective issues. Successful online learners are characterized as motivated, organized, and digitally capable individuals who actively engage with course materials and interact with others. Provider support
Equipping the researcher - patterns in the UK and USJisc
UK and US academic practices – Christine Wolff, Ithaka S+R and David Prosser, RLUK
Digital scholarship centres – Harriet Hemmassi, Brown University and Joan Lippincott, CNI
Software carpentry and software skills and practice – Neil Chue Hong, Software Sustainability Institute
Jisc and CNI conference, 6 July 2016
This document summarizes the LexDis website and its goals of being participatory, empowering, social, and casual while also building skills. It discusses how the website was originally created in 2009 to share learner experiences with e-learning and how it has evolved, including an external evaluation in 2016 that found 17% of users had disabilities. The document outlines feedback from 2016 users including suggestions to break up content into smaller sections, add date filtering and sharing options on social media. It concludes by thanking E.A. Draffan and listing some strategies for all students including MOOCs, flipped classrooms, alternate formats for media and assessments, and open educational resources.
The Quest for the Finest Blend of Text and Voice in Graduate Online Learning:...COHERE2012
1. The panel discussed online learning at the graduate level from an Eastern Canadian perspective.
2. Each presenter discussed where their institution currently stands with online graduate studies, where the institution is headed, and their personal views on synchronous and asynchronous technologies.
3. Key points included increasing demand for online graduate programs, a focus on quality and student experience, and balancing synchronous and asynchronous methods depending on student and program needs.
This document discusses online education quality assurance and benchmarking. It provides background on the presenter, Professor Michael Sankey, and the organizations he represents, including Griffith University in Australia and the Australasian Council on Open, Distance and eLearning (ACODE). It outlines different levels of technology-enabled learning and the importance of quality frameworks and standards for online education. It introduces a benchmarking toolkit from the Commonwealth of Learning to help institutions evaluate and improve their technology-enabled learning practices by comparing them to good practices and other institutions. Benchmarking is presented as an important quality assurance method that can identify areas for improvement and facilitate collaboration.
What are skills learners' expectations and experiences of technology?Jisc
The document summarizes findings from a study on skills learners' expectations and experiences with technology. It discusses focus groups conducted with over 120 learners from various skills sectors. Key findings include that learners' technology skills and use vary widely, and they want access to devices and relevant digital experiences. Learners are also responsive to being asked how they want to use technology and prioritize good access over the latest gadgets. The study aims to provide guidance to skills providers on enhancing learners' digital experiences.
This document summarizes a presentation on supporting online students through academic advising. The presentation covered emerging technologies that can engage students, such as social media, blogs, and video sharing platforms. It also discussed principles of connectivism and communities of practice in online advising. The presentation suggested considering students' technology use and looking to the future, which may include increased digital advising resources, mobile/BYOD options, and web/video conferencing. It emphasized connecting with students in multiple ways through purposeful advising delivery.
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.
This document discusses trends in open education including rising demand for higher education, concerns about student debt and the perceived value of higher education, and the affordances of digital technologies. It outlines how digital copies and distribution are essentially free, changing business models for media like movies, music and textbooks. Open educational resources including open courseware and open textbooks are increasing in availability. Challenges of adopting open educational resources include lack of faculty knowledge, questions of quality and trust, and inflexible institutional processes. The document advocates for open policies that require publicly funded educational resources to be openly licensed to maximize dissemination, economic efficiency and social impact.
The messy realities of learning and participation in open courses and MOOCsGeorge Veletsianos
Presentation at Canada's Collaboration for Online Higher Education and Research Conference (COHERE), Vancouver, BC. In this presentation, I describe the messy realities of learning and participation in open online courses. I discuss the MOOC phenomenon as a symptom of chronic failures in the higher education system and discuss what we can learn about learning experiences by studying learning "on the ground."
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
DesignWorlds for College (DWC) is a division of DesignWorlds for Learning that helps academically competitive yet economically disadvantaged students get into and pay for college. DWC provides ongoing guidance to students through monthly meetings and communications. This includes helping students identify and develop their talents, research summer programs/internships, evaluate and improve their academics, and gain authentic community service experience. DWC also assists with the college application process and aims to help students find colleges that match their interests through a holistic approach.
This document discusses how open courseware (OCW) can help universities meet their goals. It provides an overview of what OCW is and its benefits. Some key points made include:
- OCW allows universities to increase their global reach and reputation by showcasing academic strengths for students, faculty and lifelong learners.
- It supports student recruitment and retention by providing open access to course materials. This enhances advising and evaluations.
- OCW encourages improvements in teaching quality by promoting the development and sharing of high-quality course content and teaching models.
- While legal, faculty and resource concerns present obstacles, over 200 institutions have launched OCW sites through collaborating in the OCW Consortium
HEAL 570: Selecting Technology for Higher EducationLaura Pasquini
The document discusses selecting technology to support advising in higher education. It notes key issues in higher ed around reduced funding and a need to focus on retention and completion. There is also a desire from advisors for integrated systems that allow holistic student support and communication across different tools and campus systems. The document provides examples of advisor wishes for technology, such as a single sign-on portal and tools to connect with students. It emphasizes the importance of selecting technologies that meet student and advisor needs, support learning outcomes, and are compatible with existing campus systems and resources.
Investigating blended learning in undergraduate educationCOHERE2012
This document summarizes a study investigating the blending of classroom instruction with the Moodle online learning platform in undergraduate education. The study involved courses across three faculties that used various blended learning models including fully online. Surveys of over 2,500 students found that models blending about 30% online time (Blend I) or a roughly 50-50 split between online and in-class time (Blend II) led to higher satisfaction and perceived learning than models with rotation between online and in-class components. Recommendations include emphasizing active learning and student engagement across both online and in-class environments.
Laura Pasquini presented at the WNY Advising Technology Conference on connecting advising through technology. She discussed key trends in higher education like reduced funding and a changing student population that are impacting advising. Pasquini summarized research showing the importance of advising for student success and engagement. She outlined resources like degree audits, communication tools, and analytics that advisors can use to connect with students. Pasquini envisioned the future of advising being more integrated across departments and utilizing innovative technologies and online spaces to interact with students.
This document summarizes a study on postgraduate students' experiences taking wrapped MOOCs at a South African university. The study found that (1) having an in-person facilitator to provide context and clarify concepts was important for students, as the facilitator replaced the absent online instructor. (2) Students preferred face-to-face interactions where they could ask questions and discuss with peers. (3) Students reported applying what they learned to their own research and gaining new skills, though (4) independent learning outside of facilitated sessions proved difficult, with many students struggling with workload and dropping out. Logistical factors like session length and group size also impacted the experience.
The document discusses accessibility issues with open educational resources (OERs) and provides guidance on designing OERs to be more inclusive of students with disabilities. It notes that accessibility is often an afterthought in OER design and that resources are difficult to locate. The document recommends following guidelines like WCAG and UDL and using tools to test accessibility. It also provides examples of resources that are working to improve OER accessibility through reviews, libraries and repository tagging.
This document summarizes a presentation about how staff-student partnerships are driving institutional change. It discusses the benefits of student-staff partnerships, provides examples of successful partnerships from various universities, and outlines challenges to establishing partnerships and a vision for their role in higher education by 2020. Key points discussed include gaining buy-in, demonstrating impact, integrating partnerships into strategies and policies, and ensuring partnerships continue beyond individual projects.
The popular media tells us that we live in an age of disengagement. 21st century professors are told they need to design curriculum to support student success and create an engaging classroom whether it is face-to-face, online, or in a blended learning environment. Creating engaging learning environments with technology will be essential to embrace 21st century learners and their ever evolving learning styles. Information Technology is dedicated to this philosophy and embraces varying technologies and learning concepts with other institutions and with our own faculty to generate innovation with technology and learning engagement in tandem. Information Technology invites the Stevens community to explore how educators can use some of the tools such as apps, clickers, open education resources, mobile learning, collaborative learning platforms from Google Hangouts to Massive Open Online Courses, and embrace the engagement strategies of social media
Digital student experience: Online Learners updateJisc
This document discusses a study on online learners. It defines online learning broadly as including exclusively online courses, courses with online elements, and online study within mainly face-to-face courses. This broad definition means most post-compulsory learners will have some online component.
The study will involve a literature review, consultation with online learners and staff, and synthesis of findings. Preliminary findings from the literature identify factors influencing online learning outcomes, including learner characteristics, the digital environment, and course design. Dominant themes are self-regulated learning and affective issues. Successful online learners are characterized as motivated, organized, and digitally capable individuals who actively engage with course materials and interact with others. Provider support
Equipping the researcher - patterns in the UK and USJisc
UK and US academic practices – Christine Wolff, Ithaka S+R and David Prosser, RLUK
Digital scholarship centres – Harriet Hemmassi, Brown University and Joan Lippincott, CNI
Software carpentry and software skills and practice – Neil Chue Hong, Software Sustainability Institute
Jisc and CNI conference, 6 July 2016
This document summarizes the LexDis website and its goals of being participatory, empowering, social, and casual while also building skills. It discusses how the website was originally created in 2009 to share learner experiences with e-learning and how it has evolved, including an external evaluation in 2016 that found 17% of users had disabilities. The document outlines feedback from 2016 users including suggestions to break up content into smaller sections, add date filtering and sharing options on social media. It concludes by thanking E.A. Draffan and listing some strategies for all students including MOOCs, flipped classrooms, alternate formats for media and assessments, and open educational resources.
The Quest for the Finest Blend of Text and Voice in Graduate Online Learning:...COHERE2012
1. The panel discussed online learning at the graduate level from an Eastern Canadian perspective.
2. Each presenter discussed where their institution currently stands with online graduate studies, where the institution is headed, and their personal views on synchronous and asynchronous technologies.
3. Key points included increasing demand for online graduate programs, a focus on quality and student experience, and balancing synchronous and asynchronous methods depending on student and program needs.
This document discusses online education quality assurance and benchmarking. It provides background on the presenter, Professor Michael Sankey, and the organizations he represents, including Griffith University in Australia and the Australasian Council on Open, Distance and eLearning (ACODE). It outlines different levels of technology-enabled learning and the importance of quality frameworks and standards for online education. It introduces a benchmarking toolkit from the Commonwealth of Learning to help institutions evaluate and improve their technology-enabled learning practices by comparing them to good practices and other institutions. Benchmarking is presented as an important quality assurance method that can identify areas for improvement and facilitate collaboration.
Aligned Course Design meets the principles for Made to Stick in a 1/2 day seminar developed at the UMinn Center for Teaching & Learning. This seminar conducted by
Ilene D. Alexander
David Langley
Jane O’Brien
Christina Petersen
Final impact teacher student motivationMarla Spergel
This document summarizes a thesis that examines the impact of teachers' emotional intelligence on students' motivation to learn. It provides an abstract, table of contents, and 5 chapters that review relevant literature, describe the methodology, present findings, and discuss conclusions.
The literature review discusses four main themes: 1) how students' intrinsic motivation to learn decreases over time without support, 2) how self-perceptions impact motivation, 3) teachers' emotional intelligence skills, and 4) negative teacher influences. The methodology section describes the qualitative research design using focus groups to understand students' perceptions of teachers' emotional intelligence skills that motivated them to learn. Key findings revealed that students were motivated by teachers who demonstrated emotional intelligence skills and some had
This document discusses how technology has changed learning over the past 40 years. It outlines several technological developments that have impacted education, including computers, the internet, e-books, virtual classrooms, and audio books. These technologies have made information more accessible and interactive, allowing students to learn faster and score higher. However, some negative impacts are a decline in patience, physical interactivity and writing skills from excessive computer use. Overall, the conclusion is that technology has mainly benefited learning by enhancing the ways students gain knowledge.
ICT refers to technologies used to transmit, store, create, share, and exchange information. ICT has become integral to modern life through improvements in communication speed from scientific and technological discoveries. ICT helps fulfill common needs by making tools available. ICT has broad applications in education by allowing anyone access to information, using television and online tools for instruction, enabling remote experimentation and surgery observation, and facilitating online exams and tutoring.
This document discusses the impact of technology on education. It begins by defining technology and education. It then outlines some key technologies used in education like smart boards, projectors, computers and TVs. It notes that technology enhances teaching and learning by making it more visual and interactive. However, it can also negatively impact writing skills and increase cheating. In conclusion, while technology poses benefits like exciting students to learn, it also has drawbacks like reducing imagination. Teachers should take advantage of the benefits while minimizing the downsides.
ePortfolios as Catalyst - Connections 2015Marc Zaldivar
Using the Catalyst Model derived from the Connect-to-Learning Grant (http://c2l.mcnrc.org), I'm doing a presentation on the ePortfolio cycle for Connections 2015, Blacksburg, VA, May 2015.
The document discusses aligning educational systems with 21st century skills. It proposes aligning instruction, leadership development, and data/knowledge management around competencies like digital literacy, critical thinking, and self-directed learning. This includes observation models for these skills, professional learning focused on data and research, and an integrated online platform for resources, exemplars, and continuous learning. The goal is preparing all students for an evolving, technology-driven world by retrofitting current "analogue" systems focused on classroom-based, test-driven instruction.
This document discusses the challenges facing higher education and the role of teaching centers in addressing these challenges. It provides a case study of the Center for Learning and Teaching (CLT) at the American University in Cairo. The CLT was established in 2002 and has grown its staff and programs over time. Key aspects of launching and sustaining the CLT included learning from other centers, listening to faculty needs, reaching many faculty, aligning with institutional priorities, gaining administrative support, institutionalizing initiatives, ongoing assessment, ensuring voluntary participation, and cultivating collegiality.
This document discusses the challenges facing higher education and the role of teaching centers in addressing these challenges. It provides a case study of the Center for Learning and Teaching (CLT) at the American University in Cairo. The CLT was established in 2002 and has grown its staff and programs over time. Key aspects of launching and sustaining the CLT included learning from other centers, listening to faculty needs, reaching many faculty, aligning with institutional priorities, gaining administrative support, institutionalizing initiatives, ongoing assessment, ensuring voluntary participation, and cultivating collegiality.
FACULTY DEVELOPMENT PROGRAME BY DR. ELLOZYshivas379526
This document discusses the challenges facing higher education and the role of teaching centers in addressing these challenges. It provides an overview of different models of teaching centers, including single campus-wide centers. The document then presents a case study of the Center for Learning and Teaching (CLT) at the American University in Cairo. It discusses how the CLT was launched and sustained over time, highlighting strategies like starting pilot programs, institutionalizing successful initiatives, assessing programs, and cultivating administrative support.
OER in Repositories and Course Management SystemsUna Daly
Happy Open Access Week 2017! Open Access Week is an international advocacy event meant to highlight the benefits of sharing scholarly and academic work. This year’s theme is “Open in order to …” At CCCOER we are celebrating Open Access Week this month with two organizations that prioritize sharing OER through digital tools.
Join us to hear about how OER repositories and Open Course Management systems can support the development and sharing of OER within colleges and regional consortiums. Our speakers will share how Affordable Learning Georgia and the California Online Education Initiative develop and maintain digital tools to share open course content and academic work.
When: Wednesday, October 25, 2017, 11:00 AM PT (2:00 PM ET)
Featured Speakers:
Jeff Gallant, Program Manager for Affordable Learning Georgia.
Barbara Illowsky, Chief Academic Affairs Officer for the California Community Colleges Online Education Initiative (OEI)
This presentation was given at the OpenCourseWare Consortium Global Meeting in May, 2011. It describes some of the results from an evaluation project initiated by Open.Michigan in September 2010. Full results can be found at tinyurl.com/omevaluation.
This technology plan aims to advance digital connections in the school by becoming a 1:1 district where all staff and students have daily access to devices. It recognizes that U.S. education needs improvement in areas like multiculturalism, well-rounded students, and overreliance on standardized testing. Research shows technology can boost achievement through individualized learning, authentic experiences, engagement, and responsibility. The plan outlines goals for keyboarding skills, digital citizenship, and online learning modules by grade. It proposes obtaining funding, distributing devices over years, curriculum revision with technology, and staff training in Google and ISTE standards.
This technology plan aims to advance the school's digital connections by increasing access to technology, improving technology integration, and involving the entire community. It proposes becoming a 1:1 district to ensure all students and staff have daily device access. Teachers will receive training on technologies like Google Classroom and opportunities to revise curriculum incorporating technology. The goals are to use technology to individualize instruction, foster student engagement and responsibility, and cultivate global collaboration. Reaching these goals will require securing funding, phased device distribution, ongoing professional development, and input from administrators, teachers, parents, and students.
This document provides information about planning learning expeditions using the we.learn.it tools and resources. It describes the we.learn.it portal for connecting teachers, students, and experts. It also outlines the organizational toolkit for planning expedition phases and activities. Finally, it discusses using the technology pool to identify appropriate tools, evaluating expeditions, and encouraging participation from schools around the Commonwealth.
This document summarizes an OPEN kick-off meeting hosted by the Washington State Board for Community and Technical Colleges (SBCTC). It provides an overview of SBCTC OPEN staff, highlights of the Washington community and technical college system, and the strategic technology plan to create a statewide suite of online learning tools. It also describes the SBCTC Open Course Library project funded by Gates Foundation to create open content for the most common courses. The document discusses lessons learned from the first phase and changes for the second phase. It also covers the transition from ANGEL to Canvas as the new learning management system and why OPEN education is important.
Students First 2020 - Creating a comprehensive student support ecosystemStudiosity.com
ECU has developed a comprehensive student support ecosystem centered around student success and retention. Key aspects include:
- A whole-of-institution approach guided by values of integrity, respect, rational inquiry, and personal excellence.
- Intentional partnerships between academic and professional staff to provide evidence-based learning support.
- Embedded learning support personnel across the university to provide programs like PASS, tutoring, and language support.
- Systematic evaluation of learning support impact on student engagement, success, and retention through a dashboard.
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Conducting Research on Blended and Online Education
October 14, 2015 - 8:30am
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Nori Barajas-Murphy (University of La Verne, USA)
Track: Learning Effectiveness
Pre-Conference Workshop
Location: Oceanic 7
Session Duration: 3 Hours
Pre-Conference Workshop Session 3
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For more on DETA, visit http://www.uwm.edu/deta.
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Maximizing the Impact of your Teaching Center Website
1. Prof. Nira Hativa
Tel Aviv University
◦ Head, Center for the
Advancement of Teaching
Kaleem Clarkson
Kennesaw State University
◦ Office Manager at CETL
◦ Concerts4Charity Founder
◦ Saroswebdesign.com
2011 Institute for New Faculty Developers June 22, 2011 * Atlanta,
Georgia * "Maximizing the Impact of the Teaching Center Website."
presented by Prof. Nira Hativa and Kaleem Clarkson
2. 1. Identify which topics most interest
you
2. Developing your center’s web design
brief, content of website
3. Organizing your webpage design to
maximize its impact
4. Content Management Systems (CMS). 2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
3. 0%
100%
0% 0% 0%
1 2 3 4 5
1. How to plan your website?
2. What sections and content
could be included in the
website?
3. How to organize the
structure and content of the
website?
4. What features help increase
user engagement?
5. How to allow staff to edit
webpages without additional
software? 2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
4. 2011 InBstiigtut eD foirg N eiwn F acBuoltys ton
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
5. 100%
0% 0%
0%
1 2 3 4
1. Recently joined or about to
join an existing Center
2. Recently started or about to
start directing an existing
Center
3. Trying to get a Center started
4. Doing faculty development
work independently on
campus
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
6. What is a web design brief?
It is a roadmap for client and designer as to the goals
and objectives and how to achieve them
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
7. a) Center’s organizational profile (About Us)
b) Main goals of your Center’s website
c) Target audiences, their needs, and how to serve
these needs [content of website]
d) Sections to highlight the Center [content of
website]
e) Resources for developing and maintaining your
website
f) Timeline for the completion of the website
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
8. Mission
Vision
History
Services
Products
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
9. What are they?
Provide resources for academic teaching staff and
administrators to improve their teaching, research
initiatives and overall job performance
Provide relevant helpful information to other target
audiences
Highlight faculty who have shown great examples of
teaching
Promote upcoming and past opportunities, activities,
news and events
What else?
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
10. What are the target audiences?
c1) Academic teaching staff: Faculty members,
adjuncts and TA’s
c2) Administrators
c3) Students
c4) Campus and worldwide audiences
What are their respective needs? How to
serve these needs? [content]
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
11. What are they?
c11: How to teach well?
c12: How to improve teaching using campus
resources?
c13: How to perform well in the academic role beyond
teaching?
c14: How to get promoted?
c15: Where to find campus resources and support?
Others?
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
12. To serve these needs present:
General pedagogy: Teaching ideas/tips, teaching
guides
Case descriptions: Stories of very successful
teachers
Video clips of model teaching
What else?
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
13. To serve these needs present info about:
Getting help in interpreting teaching evaluations (formative and
summative) and in acting on them
Getting help in mentoring, consultation, using SoTL
Getting info about campus orientations, workshops, symposia, and off
campus webinars, conferences, discussion groups, etc.
Getting info about media resources: Journals, books, videos, Internet-based
resources
Getting help in using technology to support class teaching:
Presentations, clickers, wikis, class management tools, etc.
What else?
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
14. To serve these needs present info about:
Observing teaching-related campus rules
Understanding campus institutions, administration,
and politics
Understanding roles and responsibilities of the
academic teaching staff
What else?
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
15. To serve these needs provide:
Ideas and guidance about promoting success in
faculty careers
Info about preparing for P&T: Teaching portfolio
What else?
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
16. To serve these needs provide info about:
Teaching center’s resources: Programs, services,
events, library, center’s team
External resources: POD, other teaching centers
Ombuds office
Appeals
Student Advisory
What else?
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
17. To serve these needs provide:
Chairs development workshops
Info about results of Student Evaluation of Teaching
(SETs) for each course and teacher
Info about summary of results of the SETs for each
academic unit and for the campus as a whole
Info about results of teaching/SETs related studies
done on campus
What Else?
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
18. To serve these needs provide info about:
Teaching on campus
Results of the SETs that students are permitted to
read
Introductory teaching resources for Graduate
Teaching Students
What else?
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
19. To serve these needs provide:
General information for worldwide audiences
List of journals
List of conferences
List of comprehensive resources
What else?
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
20. d1:About us
d2: Activities/programs
d3: Services
d4: Teaching guides/tips/handling problems
d5: Awards and grants
d6: Teaching policies
d7: Results and statistics of SETs, other teaching surveys,
other studies on teaching done on campus
d8: Upcoming events
d9: Resources
d10: Home
What else?
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
21. Mission and Values
History
Staff
Advisory board
Campus partners
Newsletter, listserv
Confidentiality policy
Annual report
Employment opportunities
Location and hours
Contact us
What else?
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
22. Orientations, workshops, seminars, discussion
groups on campus [on-line registration]
Personal consultation
Mentorship
Teaching evaluation (formative and summative) by
teaching center’s staff, self, students & peers
Support for technology in teaching
Program for teaching certificate
Programs for new faculty/TAs, for international
faculty/TAs, for adjunct/part-time faculty
What else?
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
23. Analysis of multiple-choice tests/exams
Helping faculty prepare technology-based teaching
items
Services for departments, programs and schools
Recording of classes & Internet broadcasting
What else?
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
24. Teaching guides
Teaching tips
Ways and means for handling problems
Theoretical summaries: Teaching-related research
results
What else?
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
25. Faculty Award selection process and application
◦ Minnesota State University Mankato;
http://www.mnsu.edu/cetl/grantsawards/
◦ Cornell University
http://www.cte.cornell.edu/faculty/facultygrants.html
List of awards-winning teachers with photos or videos
◦ University of Central Florida
http://www.fctl.ucf.edu/FacultySuccess/AwardWinners/
◦ Florida State University
http://learningforlife.fsu.edu/ctl/explore/2010teachExcellenceSeri
es.cfm
Grants for participation in teaching-promotion activities
What else?
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
26. Forms for writing syllabus, for other teaching-related
procedures
Campus policies for teacher behaviors
Ethics in teaching
What else?
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
27. Results of statistics on SETs
Results of other teaching surveys
Results of other studies on teaching done on campus
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
28. Orientations, workshops, seminars, discussion
groups, guest lecturers, conferences, symposia
What else?
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
29. Teaching ideas/tips, teaching guides
Case descriptions: Stories of very successful
teachers
Videotapes of superb teaching
List of website of other teaching centers
List of teaching-related journals, books, videotapes,
articles and essays
Library with sources of the latter list
What else?
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
30. 2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
31. 0%
100%
0% 0% 0%
A. B. C. D. E.
A. 1-3
B. 4-6
C. 7-10
D. 11-15
E. 16 or more
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
32. Human Resources
Financial
Commitment
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
33. Administration provided date
Start of the new semester
Special Event
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
34. Making Decisions
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
35. 3a. Avoiding bad web design
3b. Deciding on site-map and web content
3c. Organizing content with wireframes and sketches
3d. Resources for basic design tips and principles
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
36. Don’t laugh at me… I tried really hard!
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
37. Ironically, this site is a great
resource for designers to
learn what NOT to do.
They have been ranking
webpages for 15 years and
are the #1 Google-ranked
page when searching for
examples of bad design.
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
38. 2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
#3 on Impact the of the list: Teaching www.Center
siphawaii.com
Website." presented by Prof. Nira
Should Hativa I and say Kaleem more?
Clarkson
39. 2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
40. 2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
41. Prioritize navigation, pages and features based on
your design brief.
Try to limit your main menu items to 6.
Revisit your menu items and content statistics after
a year has passed.
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
42. 2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
43. 2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
44. 2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
45. 2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
46. In design, wireframes are useful because they help
you and your client focus on important structuring
issues before considering detail-oriented challenges.
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
47. 100%
0% 0% 0%
1 2 3 4
1. Below Average
2. Average
3. Above Average
4. Awesome
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
48. Yes, yes and yes.
“I’m here to tell you that the artistic quality of your
sketches is not the point. The real goal of sketching is
functional. It’s about generating ideas, solving problems,
and communicating ideas more effectively with others”.
–Mike Rohde, A List Apart
http://www.alistapart.com/articles/sketching-the-visual-thinking-
power-tool/
Excellent Wireframing resources
◦ http://www.smashingmagazine.com/2009/09/01/35-excellent-wireframing-
resources/
◦ http://www.wireframeshowcase.com/
◦ 960 Grid - http://960.gs/
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
49. 2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
50. www.alistapart.com
www.webdesignerdepot.com
www.smashingmagazine.com
www.webpagesthatsuck.com
http://960.gs/
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
51. Search Engine Optimization
◦ Search Engine Optimization is a process to get your site listed at the top of the Google
search list.
Newsletter signup widget
◦ Vertical Response – free to nonprofits and gov’t agencies.
◦ iContact.com
Integrating Social Networks
◦ Facebook
◦ Twitter
◦ RSS Feeds
Google Analytics
◦ Provides you with website statistics.
Google Translator
◦ Helps translate pages into different languates.
Faculty Blog
◦ A blog where faculty can post stories about their teaching experiences.
◦ http://hetl.org/
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
52. 0% 0%
100%
0% 0%
1 2 3 4 5
1. Not important
2. Somewhat important
3. Important
4. Highly important
5. Extremely important
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
53. 2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
54. A content management system (CMS) is the
collection of procedures used to manage work flow
in a collaborative environment. These procedures
can be manual or computer-based.
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
55. 2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
56. 2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
57. Updating of content without any knowledge of web
design languages such as HTML, CSS, PHP or
JavaScript
Allow for a large number of people to contribute to and
share stored data
Control access to data, based on user roles (defining
which information users or user groups can view, edit,
publish, etc.)
Aid in easy storage and retrieval of data
Reduce time commitments
Improve the ease of report writing
Improve communication between users
Reduced costs
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
58. Wordpress – The most popular used CMS for
personal blogs. Easiest to use but limited
Drupal – The second highest rated CMS due to the
flexibility. Mostly used for enterprise sites and
institutions.
Joomla – The second most popular CMS. Similar to
Wordpress where it is easy to use but limited in
functionality.
2010 Open Source CMS Awards
https://www.packtpub.com/open-source-awards-home
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson
59. 1. Identify what topics interest you the
most*
2. Developing your center’s web design
brief, content of website
3. Organizing your webpage design to
maximize its impact
4. Content Management Systems (CMS).
2011 Institute for New Faculty
Developers June 22, 2011 *
Atlanta, Georgia * "Maximizing the
Impact of the Teaching Center
Website." presented by Prof. Nira
Hativa and Kaleem Clarkson