Leadership in eLearning: Developing the Next Generation of LeadersMark Brown
This document summarizes a presentation by Dr. Mark Brown and Dr. Kaye Shelton on developing leadership in eLearning. It introduces the speakers and their institutions. It then discusses the Quality Scorecard, a research-based evaluation instrument with 75 indicators across 9 categories to assess quality in online education. Example indicators are provided. The document notes that the Quality Scorecard can be used to engage stakeholders, identify improvement areas, and support accreditation. It is being adopted internationally and will soon be available in additional languages. The presentation addresses using the Online Learning Consortium's interactive version of the scorecard and takes questions.
This document summarizes the California eLearning Census conducted by Brian Bridges to analyze online and blended learning in California K-12 schools. The census found that 18,500 students participated in full-time virtual learning, 76,300 students participated in blended learning models, and 17,500 students took online courses over the summer of 2011. Most blended learning utilized the self-blend model with an average of 400 students per district. The census confirmed predictions that blended learning would dominate over full-time virtual schools with 90% of students learning online at their school campus.
TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...apicciano
This powerpoint was used in the presentation at the Online Learning Consortium's Annual Conference in 2015. The presentation was based on a survey conducted of faculty governance leaders in American colleges and universities.
Fall 2011 Online Reviews: An Interactive ApproachCarla Bradley
This document outlines OTC Online's updated process for reviewing online courses for development and delivery. The new process separates development and delivery reviews, is based on research and best practices from organizations like Quality Matters and Blackboard, and takes a collaborative approach involving departments, disability support services, and an Online Review Task Force team. The goal is to provide constructive feedback to support continuous improvement of online courses and ensure accessibility and compliance standards are met. Reviewers will use a new document organized by navigation that includes pre-review comments and feedback sections. The process was piloted in fall 2011 and will continue to involve online instructors and solicit feedback to guide further improvements.
JISC has supported technology-enhanced assessment for over a decade through their e-Learning Programme, focusing on areas like online testing, formative assessment, quality processes, and curriculum redesign. Their current work examines how to better develop learner skills in self-assessment and use of digital tools for educational purposes. While e-assessment systems and assignment submission tools are commonly used, more advanced techniques have seen limited adoption. JISC's publications and projects aim to illustrate effective practice and build capacity in assessment and feedback through strategic use of technologies.
As part of the MVLRI Research Webinar Series, we will be hosting a series of webinars dedicated specifically to K-12 virtual schools and their research needs. This series devoted to introducing the K-12 online and blended learning research community to a variety of virtual schools and their research needs. The first installment was presented by Ryan Gravette and Jeff Simmons of Idaho Digital Learning Academy, Cindy Hamblin of Illinois Virtual School, and Dr. Joe Cozart from Georgia Virtual School.
This document summarizes research on effective professional development for K-12 online teachers. It discusses findings from previous studies that professional development is dependent on context, online, ongoing, and focused on skills. A survey of over 500 online teachers found their top needs were in using communication technologies, time management, and addressing academic dishonesty. Case studies of two online programs found their teacher training programs improved student outcomes like test scores and satisfaction. However, measuring the effectiveness of professional development remains a challenge that requires identifying common data sets and evaluating impact on teaching practice and student results.
The document outlines the key elements of a successful online faculty development program based on the State University of New York Learning Network's (SLN) experience. The 5 key elements are: 1) Establishing an effective faculty development model, 2) Providing appropriate support, 3) Utilizing strategic approaches, 4) Conducting ongoing evaluation and continuous improvement, and 5) Ensuring quality in online course design. The SLN program trains over 3000 faculty across 64 campuses using peer-led cohorts, instructional design support, resources, and data-driven best practices.
Leadership in eLearning: Developing the Next Generation of LeadersMark Brown
This document summarizes a presentation by Dr. Mark Brown and Dr. Kaye Shelton on developing leadership in eLearning. It introduces the speakers and their institutions. It then discusses the Quality Scorecard, a research-based evaluation instrument with 75 indicators across 9 categories to assess quality in online education. Example indicators are provided. The document notes that the Quality Scorecard can be used to engage stakeholders, identify improvement areas, and support accreditation. It is being adopted internationally and will soon be available in additional languages. The presentation addresses using the Online Learning Consortium's interactive version of the scorecard and takes questions.
This document summarizes the California eLearning Census conducted by Brian Bridges to analyze online and blended learning in California K-12 schools. The census found that 18,500 students participated in full-time virtual learning, 76,300 students participated in blended learning models, and 17,500 students took online courses over the summer of 2011. Most blended learning utilized the self-blend model with an average of 400 students per district. The census confirmed predictions that blended learning would dominate over full-time virtual schools with 90% of students learning online at their school campus.
TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...apicciano
This powerpoint was used in the presentation at the Online Learning Consortium's Annual Conference in 2015. The presentation was based on a survey conducted of faculty governance leaders in American colleges and universities.
Fall 2011 Online Reviews: An Interactive ApproachCarla Bradley
This document outlines OTC Online's updated process for reviewing online courses for development and delivery. The new process separates development and delivery reviews, is based on research and best practices from organizations like Quality Matters and Blackboard, and takes a collaborative approach involving departments, disability support services, and an Online Review Task Force team. The goal is to provide constructive feedback to support continuous improvement of online courses and ensure accessibility and compliance standards are met. Reviewers will use a new document organized by navigation that includes pre-review comments and feedback sections. The process was piloted in fall 2011 and will continue to involve online instructors and solicit feedback to guide further improvements.
JISC has supported technology-enhanced assessment for over a decade through their e-Learning Programme, focusing on areas like online testing, formative assessment, quality processes, and curriculum redesign. Their current work examines how to better develop learner skills in self-assessment and use of digital tools for educational purposes. While e-assessment systems and assignment submission tools are commonly used, more advanced techniques have seen limited adoption. JISC's publications and projects aim to illustrate effective practice and build capacity in assessment and feedback through strategic use of technologies.
As part of the MVLRI Research Webinar Series, we will be hosting a series of webinars dedicated specifically to K-12 virtual schools and their research needs. This series devoted to introducing the K-12 online and blended learning research community to a variety of virtual schools and their research needs. The first installment was presented by Ryan Gravette and Jeff Simmons of Idaho Digital Learning Academy, Cindy Hamblin of Illinois Virtual School, and Dr. Joe Cozart from Georgia Virtual School.
This document summarizes research on effective professional development for K-12 online teachers. It discusses findings from previous studies that professional development is dependent on context, online, ongoing, and focused on skills. A survey of over 500 online teachers found their top needs were in using communication technologies, time management, and addressing academic dishonesty. Case studies of two online programs found their teacher training programs improved student outcomes like test scores and satisfaction. However, measuring the effectiveness of professional development remains a challenge that requires identifying common data sets and evaluating impact on teaching practice and student results.
The document outlines the key elements of a successful online faculty development program based on the State University of New York Learning Network's (SLN) experience. The 5 key elements are: 1) Establishing an effective faculty development model, 2) Providing appropriate support, 3) Utilizing strategic approaches, 4) Conducting ongoing evaluation and continuous improvement, and 5) Ensuring quality in online course design. The SLN program trains over 3000 faculty across 64 campuses using peer-led cohorts, instructional design support, resources, and data-driven best practices.
How are students actually using technology? EMEA Online Symposium 2020Studiosity.com
At the EMEA Symposium 2020, Sarah Knight, Head of data and digital capability at Jisc, delivered a data-focused insight into how students are actually using technology in further and higher education. Here are some key findings:
- Office for Students predicts that over a million digitally skilled people will be needed by 2022 whilst 24% of HE students said they never worked online with others
- 70% of HE students agreed that digital skills were important for their chosen career but only 42% agreed that their course prepared them for the digital workplace
Here are the key recommendations that, now more than ever, can practically help your students:
- Raise awareness of the importance of digital skills
- Ensure they know what digital skills they need to have before they start and provide opportunities to develop these only online
- Encourage collaboration to emulate business practices
- Embed digital skills through curriculum design
This year's EMEA Studiosity Symposium was hosted online on 1st and 2nd April 2020.
Introduction to the joint JISC CETIS and Making Assessment Count project event on 2 February 2011. Background information and further reading on the topic of assessment feedback.
Quality frameworks for e-learning (SIEAD 2018, Brazil)Jon Rosewell
A contribution to INTERNATIONAL SEMINAR ON OPEN AND DISTANCE EDUCATION (SIEAD-BR 2018) 22nd October 2018.
"Contributions from Open and Distance Education to Higher Education Quality: present and future"
"Contribuições da Educação Aberta e à Distância para uma Educação Superior de Qualidade: presente e futuro"
In this presentation I will suggest using a quality framework to help you think about and improve quality of e-learning. I start with some general observations about quality and the need for quality frameworks. I then discuss two specific frameworks: the well-established E-xcellence benchmarks for e-learning, and the OpenupEd framework which as been specifically aligned at MOOCs. Finally I return to some more practical advise, particularly about thinking about the learning design of a course at an early stage.
Using Analytics for Institutional Transformation - Dr. Yvette Mozie-Ross - Un...Blackboard APAC
To achieve its strategic goals, UMBC realized it needed to become a more data-driven institution by deploying more sophisticated tools and procedures to help staff find and analyze data in a timely way. Specifically, the university needed ways that users could develop accurate and easily configurable reports to support operational management decisions and strategic analysis, which a data warehouse made possible. In this talk, Dr. Mozie-Ross will describe how UMBC successfully implemented its data warehouse by resolving campus-wide issues with buy-in, IT partnering with IR, governance, and cost.
The document discusses various aspects of evaluating online learning programs, including comparing the accreditation process to program reviews, defining distance education and correspondence courses, seeking approval from accrediting bodies for offering online programs, applying quality standards to online course design and teaching, and analyzing metrics like student satisfaction, learning outcomes, completion rates, and employment outcomes. It also provides examples of how to structure an on-campus program review that could inform the online program review process.
Challenges, Trends & Important Developments in Higher EducationLawrence Miller
Presentation made at the CT Fall Forum in Chicago, November 5, 2014. A summary of the NMC Horizon Project and the 2014 Horizon Report Higher Education Edition.
The document summarizes a proposed strategic planning process to develop a virtual school strategy for New York City. It discusses piloting various online learning models in NYC schools. It also outlines a 90-day strategic planning project to address key issues in creating a NYC Virtual School, including goals, regulations, funding, staffing, technology, and accountability. The presentation identifies the growing national landscape of online learning and discusses important considerations when starting a virtual school program.
1) The document describes a quality assurance process used for online course development at 7 African universities. It involved workshops on online course design, internal peer review, external review using a quality rubric, course revision, and review validation.
2) Successes included reviewers finding basic elements present in courses and developers feeling the process improved quality. Challenges included developers not seeing criteria beforehand and insufficient time to address feedback.
3) Outcomes included recommendations to enhance institutional quality assurance systems and making some courses open educational resources. The process aimed to build capacity for high-quality online course design and delivery.
This document discusses transforming education through online learning. It outlines essential elements of effective online learning such as quality measures, professional development, and learning management systems. The document then summarizes Poway Unified School District's online learning program, which includes developing an online course rubric based on national standards, providing professional development training for teachers, and growing their course offerings from 21 to over 30 courses through continual expansion. While implementation challenges such as unclear teacher expectations and lack of course development support occurred, the program experienced growth through refined processes and support structures.
Analysing students' digital experience: personas and key driversJisc
This document analyzes student survey data to understand drivers of student ratings of digital teaching/learning quality and identify student personas. Key driver analysis found opportunities to update digital skills, well-designed learning spaces, up-to-date software, and engaging lectures influence ratings. Personas analysis identified mainstream pragmatists, specialist enthusiasts, and negative thinkers groups. Qualitative data found most students want improved existing resources while some ask for new services or are broadly critical of the digital experience.
This document discusses quality in e-learning environments. It begins by defining distance education and noting its accelerated expansion and increased use of online, cohort-based models. The document then discusses why quality is important, given that growth may be slowing and students care about outcomes. It reviews arguments that e-learning is of the same quality as traditional learning and that no significant differences exist. However, it notes that quality can be subjective. The document proposes ways to measure quality, such as using best practices like clear communication and encouraging interaction. It provides resources for ensuring quality, such as benchmarks from the National Education Association. It concludes by posing emerging questions about how to define and ensure quality in e-learning.
Give them what they want: Participatory approaches to developing anonymous as...Simon Davis
Presented at ALT-C 2015; https://altc.alt.ac.uk/2015/sessions/give-them-what-they-want-developing-a-flexible-anonymous-assignment-workflow-to-meet-diverse-needs-895/
Academy of engineering discussion of the implementation study, mary visher-...NAFCareerAcads
The document summarizes key findings from a study of the implementation of the Academy of Engineering (AOE) model by 14 high schools in Cohort 1. It discusses the four main components of the AOE model: Academy Development (including student recruitment and staffing), Curriculum (including PLTW courses and integration), Advisory Boards, and Work-based Learning Programs. For each component, it outlines what was implemented, benefits seen, and challenges faced by the schools. It also describes a panel discussion at a meeting where school staff shared success stories and advice for implementing the AOE model.
Students First 2020: Digital Campus, A program to empower & enable digital ed...Studiosity.com
Prof Kevin Ashford-Rowe, DVC Digital Learning and Dr Caroline Rueckert Director Student Success share how QUT - an innovative, tech-capable university - saw the need to evolve and build internal consensus for the digital student experience in recent years, and shares what that looks like in 2020-2021 in response to new velocity, urgency, and inclusive student care.
In this session Prof Ashford-Rowe and Dr Rueckert invite discussion around the need and velocity for change, through the lens of thoughtful direction, a students-first approach, and due diligence.
- The 3rd campus, and insight into QUT's cohort
- Digital at heart vs digital in part
- Equitable student support, Studiosity
- Building consensus and support for investment in the "third campus", from leadership to all key technology, academic, and student services stakeholders.
Challenges faced by universities in online education - EMEA Online Symposium ...Studiosity.com
Neil Mosley of Cardiff University examined some of the challenges universities face in online education, with a focus on what to change, think and do differently.
Neil’s three key suggestions for universities to consider for the next academic year were:
- Invest and invest wisely in people and technology
- Seriously consider forming partnerships
- Don’t delay!
This document summarizes an overview presentation on blended learning. It defines blended learning as combining online and classroom activities to improve student learning outcomes. It discusses implementing blended learning at various levels, from 10% to 70% of course offerings. Key aspects covered include faculty development, course design process breaking content into modules linked to objectives, and supporting faculty with resources and training.
Class project for EdTech 501
A sample Technology Use Plan for a fictional school as a ppt presentation to a school and community team as an educational technician
Developed for an Instructional Forum at Mountain View College, this presentation covers trends in eLearning, district initiatives, and campus efforts to support teaching and learning as a whole.
The document discusses current trends in the US employment landscape and opportunities for placement and recruiting. It provides statistics on unemployment rates and discusses an evolving view of work. Specifically, it notes rising unemployment, a shift to online recruiting, and projects major growth in certain industries and jobs requiring postsecondary education or training by 2018.
Open access and the South Australian Red Cross Information Bureau: A case stu...Katie Hannan
A presentation for the University Libraries of South Australia Staff Development Working Group. 24 June, 2014.
What is the role of libraries in creating open access for public research, education and/or community information?
How are students actually using technology? EMEA Online Symposium 2020Studiosity.com
At the EMEA Symposium 2020, Sarah Knight, Head of data and digital capability at Jisc, delivered a data-focused insight into how students are actually using technology in further and higher education. Here are some key findings:
- Office for Students predicts that over a million digitally skilled people will be needed by 2022 whilst 24% of HE students said they never worked online with others
- 70% of HE students agreed that digital skills were important for their chosen career but only 42% agreed that their course prepared them for the digital workplace
Here are the key recommendations that, now more than ever, can practically help your students:
- Raise awareness of the importance of digital skills
- Ensure they know what digital skills they need to have before they start and provide opportunities to develop these only online
- Encourage collaboration to emulate business practices
- Embed digital skills through curriculum design
This year's EMEA Studiosity Symposium was hosted online on 1st and 2nd April 2020.
Introduction to the joint JISC CETIS and Making Assessment Count project event on 2 February 2011. Background information and further reading on the topic of assessment feedback.
Quality frameworks for e-learning (SIEAD 2018, Brazil)Jon Rosewell
A contribution to INTERNATIONAL SEMINAR ON OPEN AND DISTANCE EDUCATION (SIEAD-BR 2018) 22nd October 2018.
"Contributions from Open and Distance Education to Higher Education Quality: present and future"
"Contribuições da Educação Aberta e à Distância para uma Educação Superior de Qualidade: presente e futuro"
In this presentation I will suggest using a quality framework to help you think about and improve quality of e-learning. I start with some general observations about quality and the need for quality frameworks. I then discuss two specific frameworks: the well-established E-xcellence benchmarks for e-learning, and the OpenupEd framework which as been specifically aligned at MOOCs. Finally I return to some more practical advise, particularly about thinking about the learning design of a course at an early stage.
Using Analytics for Institutional Transformation - Dr. Yvette Mozie-Ross - Un...Blackboard APAC
To achieve its strategic goals, UMBC realized it needed to become a more data-driven institution by deploying more sophisticated tools and procedures to help staff find and analyze data in a timely way. Specifically, the university needed ways that users could develop accurate and easily configurable reports to support operational management decisions and strategic analysis, which a data warehouse made possible. In this talk, Dr. Mozie-Ross will describe how UMBC successfully implemented its data warehouse by resolving campus-wide issues with buy-in, IT partnering with IR, governance, and cost.
The document discusses various aspects of evaluating online learning programs, including comparing the accreditation process to program reviews, defining distance education and correspondence courses, seeking approval from accrediting bodies for offering online programs, applying quality standards to online course design and teaching, and analyzing metrics like student satisfaction, learning outcomes, completion rates, and employment outcomes. It also provides examples of how to structure an on-campus program review that could inform the online program review process.
Challenges, Trends & Important Developments in Higher EducationLawrence Miller
Presentation made at the CT Fall Forum in Chicago, November 5, 2014. A summary of the NMC Horizon Project and the 2014 Horizon Report Higher Education Edition.
The document summarizes a proposed strategic planning process to develop a virtual school strategy for New York City. It discusses piloting various online learning models in NYC schools. It also outlines a 90-day strategic planning project to address key issues in creating a NYC Virtual School, including goals, regulations, funding, staffing, technology, and accountability. The presentation identifies the growing national landscape of online learning and discusses important considerations when starting a virtual school program.
1) The document describes a quality assurance process used for online course development at 7 African universities. It involved workshops on online course design, internal peer review, external review using a quality rubric, course revision, and review validation.
2) Successes included reviewers finding basic elements present in courses and developers feeling the process improved quality. Challenges included developers not seeing criteria beforehand and insufficient time to address feedback.
3) Outcomes included recommendations to enhance institutional quality assurance systems and making some courses open educational resources. The process aimed to build capacity for high-quality online course design and delivery.
This document discusses transforming education through online learning. It outlines essential elements of effective online learning such as quality measures, professional development, and learning management systems. The document then summarizes Poway Unified School District's online learning program, which includes developing an online course rubric based on national standards, providing professional development training for teachers, and growing their course offerings from 21 to over 30 courses through continual expansion. While implementation challenges such as unclear teacher expectations and lack of course development support occurred, the program experienced growth through refined processes and support structures.
Analysing students' digital experience: personas and key driversJisc
This document analyzes student survey data to understand drivers of student ratings of digital teaching/learning quality and identify student personas. Key driver analysis found opportunities to update digital skills, well-designed learning spaces, up-to-date software, and engaging lectures influence ratings. Personas analysis identified mainstream pragmatists, specialist enthusiasts, and negative thinkers groups. Qualitative data found most students want improved existing resources while some ask for new services or are broadly critical of the digital experience.
This document discusses quality in e-learning environments. It begins by defining distance education and noting its accelerated expansion and increased use of online, cohort-based models. The document then discusses why quality is important, given that growth may be slowing and students care about outcomes. It reviews arguments that e-learning is of the same quality as traditional learning and that no significant differences exist. However, it notes that quality can be subjective. The document proposes ways to measure quality, such as using best practices like clear communication and encouraging interaction. It provides resources for ensuring quality, such as benchmarks from the National Education Association. It concludes by posing emerging questions about how to define and ensure quality in e-learning.
Give them what they want: Participatory approaches to developing anonymous as...Simon Davis
Presented at ALT-C 2015; https://altc.alt.ac.uk/2015/sessions/give-them-what-they-want-developing-a-flexible-anonymous-assignment-workflow-to-meet-diverse-needs-895/
Academy of engineering discussion of the implementation study, mary visher-...NAFCareerAcads
The document summarizes key findings from a study of the implementation of the Academy of Engineering (AOE) model by 14 high schools in Cohort 1. It discusses the four main components of the AOE model: Academy Development (including student recruitment and staffing), Curriculum (including PLTW courses and integration), Advisory Boards, and Work-based Learning Programs. For each component, it outlines what was implemented, benefits seen, and challenges faced by the schools. It also describes a panel discussion at a meeting where school staff shared success stories and advice for implementing the AOE model.
Students First 2020: Digital Campus, A program to empower & enable digital ed...Studiosity.com
Prof Kevin Ashford-Rowe, DVC Digital Learning and Dr Caroline Rueckert Director Student Success share how QUT - an innovative, tech-capable university - saw the need to evolve and build internal consensus for the digital student experience in recent years, and shares what that looks like in 2020-2021 in response to new velocity, urgency, and inclusive student care.
In this session Prof Ashford-Rowe and Dr Rueckert invite discussion around the need and velocity for change, through the lens of thoughtful direction, a students-first approach, and due diligence.
- The 3rd campus, and insight into QUT's cohort
- Digital at heart vs digital in part
- Equitable student support, Studiosity
- Building consensus and support for investment in the "third campus", from leadership to all key technology, academic, and student services stakeholders.
Challenges faced by universities in online education - EMEA Online Symposium ...Studiosity.com
Neil Mosley of Cardiff University examined some of the challenges universities face in online education, with a focus on what to change, think and do differently.
Neil’s three key suggestions for universities to consider for the next academic year were:
- Invest and invest wisely in people and technology
- Seriously consider forming partnerships
- Don’t delay!
This document summarizes an overview presentation on blended learning. It defines blended learning as combining online and classroom activities to improve student learning outcomes. It discusses implementing blended learning at various levels, from 10% to 70% of course offerings. Key aspects covered include faculty development, course design process breaking content into modules linked to objectives, and supporting faculty with resources and training.
Class project for EdTech 501
A sample Technology Use Plan for a fictional school as a ppt presentation to a school and community team as an educational technician
Developed for an Instructional Forum at Mountain View College, this presentation covers trends in eLearning, district initiatives, and campus efforts to support teaching and learning as a whole.
The document discusses current trends in the US employment landscape and opportunities for placement and recruiting. It provides statistics on unemployment rates and discusses an evolving view of work. Specifically, it notes rising unemployment, a shift to online recruiting, and projects major growth in certain industries and jobs requiring postsecondary education or training by 2018.
Open access and the South Australian Red Cross Information Bureau: A case stu...Katie Hannan
A presentation for the University Libraries of South Australia Staff Development Working Group. 24 June, 2014.
What is the role of libraries in creating open access for public research, education and/or community information?
The document discusses different types of governments and how power is distributed within them. It defines government and contrasts autocracy, where one or few people rule everyone else, with anarchy, where there is no centralized government and everyone has power only over themselves. Between these extremes are other forms of government like democracy, which can take different forms like direct democracy or a republic. The document notes that there is no single best form of government and different types have their own strengths and weaknesses.
The document summarizes results from a survey of faculty, international students, and non-international students about their experiences with and perceptions of plagiarism. Some key findings:
- International students were more likely to have frequently memorized texts for class and to view memorization similarly to memorizing multiplication tables.
- Most international students were aware of plagiarism before coming to the U.S. but many admitted to acts like copying ideas or rephrasing information without citation.
- Faculty reported plagiarism as a frequent issue, with nearly two-thirds having cases each term.
- There were differences in what each group viewed as examples of plagiarism, and international students saw many acts
The document discusses an institution's efforts to improve remediation for underprepared students through the use of online assessment and learning tools. It implemented a pilot program with a vendor to assess students' skills and generate individualized learning plans. Based on the success of the pilot, the institution transitioned all students to the new online platform to streamline assessment, remediation, and tracking of student progress. Support resources like tutoring services and guidance documents were also provided to help students navigate and make the most of the new online tools.
The events of the Cold War including the civilian "Duck and Cover", propaganda film and the many books and movies about the Cold War. Discussion of Nuclear Arms Race and Nuclear Treaties and current status of Nuclear Weapons Stockpiles. Lists of the Nuclear Tests and the damages an Atomic Bomb can cause.
Adjunct Professor Joe Boisvert
Digital storytelling involves using technology tools like images, audio, and video to tell stories. It can be used in ESOL classrooms to help students practice language skills like speaking, reading, and writing in an authentic way. Digital storytelling addresses many educational standards and allows students to be creative while learning real-world digital communication skills. Teachers are provided suggestions for how to guide students through the process of developing digital stories and choosing appropriate tools. Potential barriers to using digital storytelling in classrooms are also discussed.
Transforming good experiences into great & engaging user experiencesFrank Garofalo
Frank Garofalo gave a presentation at the 2013 Esri International User Conference about transforming good user experiences into great and engaging experiences. The presentation covered four chapters: establishing good foundational experiences with minimal confusion and frustration; creating great experiences through personalization, emotion, excitement and loyalty; leveraging new technologies to inspire new experiences; and emphasizing continual improvement through learning from successes and failures. The goal was to provide techniques for designing exceptional user experiences.
Napoleon comes to power after the Reign of Terror ends the French Revolution. He establishes the Consulate and crowns himself emperor in 1804. Napoleon then builds a vast empire through military victories across Europe. However, his invasion of Russia in 1812 proves disastrous. After being defeated at the Battle of Leipzig in 1813, Napoleon is exiled to Elba but briefly returns in 1815. He is finally defeated at the Battle of Waterloo and exiled again, this time to St. Helena, where he dies in 1821. The Congress of Vienna seeks to restore the old European order and balance of power after Napoleon's defeat.
This document outlines the assessment tasks and success criteria for a 4-credit course that requires students to analyze specified aspects of visual or oral texts, supported by evidence. It includes 20 tasks focused on analyzing narrative structure, characters, themes, symbols, and other elements through activities like creating charts, diagrams, essays and other artifacts. Students are assessed on their ability to analyze texts at increasing levels of complexity, from basic analysis supported by evidence to more convincing and perceptive analysis.
1. This document provides an overview of Russian history from 1725 to 1904, focusing on the rulers from Catherine I to the last Tsar. It summarizes the reigns of each ruler, including Catherine I, Peter II, Anna Ivanovna, Elizabeth, Peter III, Catherine the Great, and Paul I. Key events included Russia gaining recognition as a political power under Peter the Great, wars with Sweden and the Ottoman Empire, and Catherine the Great solidifying Russia as a major European power during her long reign.
Hooduku is a solutions company to have implemented Cloud and Big data solutions in real world.
We have stuff to showcase our work. We are not buzz word experts.
Key Data Sources for Public Health - Local Perspective - Irina HollandSouth West Observatory
National data has advantages like comparability between areas and standard indicators/targets, but local data provides more granular, timely, and useful information for public health. Local data sources in Somerset include population statistics, lifestyle surveys, screening and vaccination rates, deprivation indices, and disease registers from general practices. Examples shown how local cervical cancer and childhood vaccination data can identify poorly performing areas for intervention, and how smoking and deprivation data were used to target communities for smoking cessation programs.
This document provides writing prompts and instructions for students to write journal entries. Students are asked to write at least one paragraph responding to a prompt from their list, with a topic sentence and 3-4 detail sentences. If additional time remains, students can write another paragraph on the same topic. The document also mentions that introducing a paper is similar to introducing yourself.
Presentación del Taller de creación de documentos ePub, impartido en el Plan de Formación Docente del Profesorado 2016 de la Universidad de Salamanca. Se introducen aspectos sobre el libro electrónico y edición digital. Se describe cómo trabajar con Sigil como editor de documentos ePub y con Calibre como conversor de formatos digitales.
The document provides a historical overview of the development of information technology from the 1960s to the 2000s. Some key points:
- Hardware innovations in the 1960s-1970s included the development of the microprocessor, floppy disks, hard disks, and programming languages like BASIC which drove the shift from mainframes to personal computers.
- The 1980s saw the rise of software and programs like VisiCalc which transformed workflows. Popular home computers included the Apple II and Commodore 64. The IBM PC launched in 1981 running DOS, establishing the IBM standard. The spreadsheet Lotus 1-2-3 popularized in 1982.
- By the 1980s, IT transformed from a centralized department
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
The Sloan Consortium (Sloan-C) aims to help organizations improve the quality, scale, and breadth of their online education programs according to their missions. Sloan-C provides a quality framework focused on learning effectiveness, cost-effectiveness, access, faculty satisfaction, and student satisfaction. It also hosts workshops and an annual conference to build community among online educators. Over 13,000 students enrolled in 1,345 online courses offered through Sloan-C at 158 institutions last year.
The document summarizes the SUNY Learning Network's (SLN) award-winning online faculty development program. It describes SLN's 5 key elements for successful faculty development: 1) a scalable training model, 2) instructional support roles, 3) appropriate technology and tools, 4) program evaluation methods, and 5) ensuring course quality. SLN has trained over 3,000 faculty through its comprehensive 4-stage training process and 7-step course design model. It has faced challenges in scaling training while maintaining consistency and quality as online offerings grew exponentially.
New Directions for the Quality Matters ProgramMarylandOnline
From its beginnings as a quality assurance tool for online course design, the Quality Matters Program is evolving to address a broader range of online learning quality assurance and faculty development issues.
This document outlines market requirements for an integrated education solution from the district, state, and federal level. The core requirement areas include content/curriculum management, gradebook/learning management, online learning, assessment and data analytics, online professional development, measurement of teacher effectiveness, and student information management. Some specific requirements mentioned are supporting standards-based curriculum, data-driven personalized instruction, online courses, longitudinal student data reporting, online teacher professional development tracking, and tools to streamline administrative functions. The document also references the federal Race to the Top assurances and goals of the National Education Technology Plan around developing integrated education systems.
This document outlines market requirements for an integrated education solution from the district, state, and federal level. The core requirement areas include content/curriculum management, gradebook/learning management, online learning, assessment and data analytics, online professional development, measurement of teacher effectiveness, and student information management. Some specific requirements mentioned are supporting standards-based curriculum, personalized instruction, online courses, longitudinal student data analysis, online teacher professional development tracking, and parent access to student performance data. Federal initiatives like Race to the Top and the National Education Technology Plan also aim to address issues like standards, teacher effectiveness, low-performing schools, and developing a real-time integrated education data system.
Can Existing Quality Guidelines Inform Faculty Participation in Online Course...Melissa A. Venable
This document discusses how existing quality guidelines can inform faculty participation in online course design. It presents two major approaches to defining quality in online learning - Quality Matters and Quality Scorecard. Quality Matters focuses on course-level standards, while Quality Scorecard examines program-level indicators. The document advocates involving faculty in discussions about quality standards and providing them with training and support throughout the course design process. This will help address common faculty concerns around time, buy-in and technical skills when creating online courses.
This document discusses student engagement in higher education. It outlines that student belonging, supportive relationships between staff and students, and relevant experiences are important for engagement. Engaged students have better outcomes individually and for society. Student surveys, outcomes data, and league tables are used to measure engagement and inform course improvements to enhance outcomes. Emerging technologies may help engagement, but their use requires care to avoid problematic data collection and ensure student privacy. The future of education is uncertain as jobs and needed skills rapidly change, requiring flexible, technology-enabled learning to prepare students.
The document discusses identifying quality teaching in online courses. It outlines seven principles of good practice for online courses, including encouraging contact between students and faculty and giving prompt feedback. It also discusses visions for quality teaching online, including benchmarks and standards. Examples are provided of tools that can be used to identify quality, such as rubrics, checklists, and course observation.
Growth in K-12 online learning continues at a rapid pace, but what do we know about best practice when learners are physically separated from their teachers and peers? Find out about the latest trends and research in online learning environments with a special focus on Idaho as a national leader in providing transformative educational opportunities for learners.
This document provides information about selecting quality electronic learning resources and reviewing online courses. It discusses the Selecting for Quality Learning Resource Network which reviews software, internet, video and online courses across six subject areas. It notes the importance of vetting educational resources and describes standards for online course content, instructional design, student assessment, technology, and course evaluation/support. The document recommends that teachers and students be prepared for virtual learning and that online courses be supplemented with face-to-face support as needed.
The document discusses strategies for improving student success in online programs through effective faculty members. It outlines four key strategies: 1) Educating and certifying faculty in online teaching methods; 2) Providing students with support materials to set them up for success; 3) Leveraging assessments to evaluate student and faculty performance; 4) Conducting periodic evaluations of faculty to provide feedback and opportunities for improvement. Implementing these strategies can help ensure faculty members are effective in promoting student success in online learning environments.
Online Tests: Can we do them better? | Bopelo Boitshwarelo, Jyoti Vemuri, Han...Blackboard APAC
The use of e-assessment methods to facilitate and evaluate learning is a growing trend in the higher education space. In particular, the use of online tests has increased rapidly concomitant with the expansion of digital technologies for teaching purposes. Online tests, in the context of this presentation, refer to computer assisted-assessment where the deployment and marking is automated and typically involves objective types of questions such as multiple choice questions (MCQs), true/false questions, matching questions as well as predetermined short answer questions. The growing sophistication of Learning Management Systems(LMSs) such as Blackboard provide an increasing capacity for different types of online tests to be deployed, administered and marked efficiently. Additionally, most major textbook publishers and authors in certain disciplines provide online question banks that can easily integrate with LMSs meaning less time is spent on creating tests from scratch.
With these trends in mind, questions arise around the efficacy of online tests in higher education.
In this presentation we will share findings of a study investigating practices around online tests. First, we will explore what the literature reveals about the role of online tests in higher education and particularly how online tests are used to lead to student learning through formative assessment processes and feedback practices. Secondly, the presentation will review the practices around online tests at the Charles Darwin University Business School and discuss emerging issues. Thirdly, the presentation will distil some preliminary guiding principles around designing, developing, administering and reviewing online tests for effective learning and assessment. Finally, ongoing and further research by the team on the topic of online tests will be highlighted.
Governing Quality Of Online Content Through Threshold Standards: Facilitating...Charles Darwin University
A presentation outlining different approaches to ensuring quality of technology enhanced learning and teaching in higher education. Please cite: Sankey. M. (2017). Governing Quality Of Online Content Through Threshold Standards: Facilitating A Consistent Learning Experience. Online e-Learning Summit 2017. Sydney, 20-21 June.
Seeking Evidence of Impact: Answering "How Do We Know?"EDUCAUSE
This document summarizes a presentation by Veronica Diaz, Associate Director at EDUCAUSE Learning Initiative, on seeking evidence of the impact of teaching and learning innovations. The presentation reviewed strategies for effectively using evaluation tools to determine the impact on teaching practices and ways to report results. Evaluation methods discussed included questionnaires, interviews, observations, and using a mixed methods approach. Challenges included knowing where to begin measuring impact and how to analyze and communicate results. The presenter emphasized using evaluation evidence to improve teaching practices and shared lessons from the Wabash National Study on conducting assessments and facilitating improvements based on evidence.
An overview of SLN\'s award-winning Faculty Development Process: 5 key elementsAlexandra M. Pickett
The document summarizes the key elements of the SUNY Learning Network's award-winning online faculty development program. The five key elements are: 1) a four-stage faculty development process and seven-step course design process, 2) campus-based support from mentors and administrators, 3) use of a home-grown content management system, 4) systematic evaluation processes, and 5) quality assurance measures like course standards and reviews. The program has helped train over 3,000 faculty across the SUNY system to teach online at scale.
The document discusses the development of a performance measurement system for NAF Academies. It involves creating a self-assessment tool to help academies evaluate how well they implement the NAF model. Student data will also be collected through ConnectEDU to measure outcomes. Surveys of students, teachers, parents and employers will provide additional information. The goal is to establish standards and benchmarks, collect indicator data, and analyze and report data to help academies improve and evaluate the impact of the NAF program.
Ivy Tech Community College is looking to expand its online course offerings to support students and the state of Indiana. A SWOT analysis identified strengths in growing online student enrollment, as well as opportunities to provide workforce training. Challenges include the perceived lower quality of online education and developing a unique value proposition. The document recommends Ivy Tech further analyze how online learning aligns with its strategic plan to best serve students.
Holistic, Innovative, and Data-Driven Student Success at Southern Illinois Un...Pearson North America
Predictive analytics, early warning and a custom dashboard are improving student success and retention at
Southern Illinois University-Carbondale (SIUC). Learn how a campus is providing actionable data insight for
the core curriculum at SIUC.
This document summarizes a playbook for competency-based education (CBE) programs. It finds that over 150 institutions currently offer CBE programs, with strong expected growth to 750 institutions and 500,000 students by 2020. Key drivers of CBE growth are the rising cost of higher education, demand for flexible learning options, and employer emphasis on skills. The playbook helps institutions address challenges like strategy, organization, program development, student success, technology, management, and marketing across the CBE lifecycle from planning to implementation to improvement. It provides a framework to align efforts, avoid pitfalls, and evaluate options tailored to each institution.
Slides from Kevin Trowbridge's panel presentation "Social Media for Living and Learning: Unique Campus Perspectives" at Social Media for Teaching & Learning in Boston, MA. Oct. 18.
The major findings from the 2013 Social Media Higher Education Survey jointly conducted by Pearson Learning Solutions & The Babson Survey Research Group.
In this presentation given at the Social Media for Teaching and Learning event in Boston this fall, Jeff Borden of Pearson explains that as technology informs educational processes for delivery, assessment, content creation, and more, the evolution of that technology is transforming teaching and learning. But, as we shift from Web 2.0 to Web 3.0, education must filter through the glitz and "shiny objects" to best understand what actually works and what does not. This presentation will draw on educational best practices from past to present (and even look to the future). From Bloom to Kolb to Johnson and Johnson, rote memorization to authentic assessment, learning theory to practical application, the World Wide Web has tools that not only help educators promote sound pedagogy, but advance it.
Krista Jackman: Twitter and Tweeting; Community and CompositionPearson North America
This presentation, part of the Social Media for Teaching and Learning, focuses on the anecdotal experience of Krista Jackman's use of Twitter in Freshman Composition at the University of New Hampshire, English 401. Krista developed pedagogy that used Twitter for a dual purpose: as an experiment designed to facilitate a feeling of community, prior to the start of a Residential Learning Community, and to introduce the the function of critical analysis.
In it's third year, the 2012 Social Media in Higher Education survey is a study conducted by Pearson in conjunction with the Babson Survey Research Group on how today's faculty are using social media in their personal, professional and teaching lives. These results were presented by Mike Moran of Converseon, Jeff Seaman of the Babson Survey Group, and Hester Tinti-Kane of Pearson Learning Solutions at the Social Media for Teaching and Learning event in Boston, MA on Oct. 19th.
You can download the full 2012 Social Media in Higher Education report at www.pearsonlearningsolutions.com/social-media-survey.
Rey Junco & Eric Gordon: Social Media for Engaging Multiple Learning StylesPearson North America
In this presentation, Rey Junco and Eric Gordon discuss how online social spaces are transforming classroom engagement. Specifically, they address how these spaces can improve student capacity to participate in class dialogue by allowing a safer, slightly less ego-invested method of interaction. This was presented at the Social Media for Teaching and Learning event on Oct. 19th in Boston, MA.
- The document reports on a survey of over 1,900 college faculty about their use of social media both personally and professionally.
- It finds that over three-quarters of faculty have visited social media sites in the past month, with Facebook and YouTube being the most commonly used.
- While over 90% of faculty engage with social media for work, only around 80% use it for teaching purposes in their courses, such as assigning content for students to view.
Here are the slides from our 2011 Social Media in Higher Education Survey. We presented this research at the Pearson Cite Conference in Denver on 4.11.2011.
Hester Tinti-Kane
Director of Online Marketing and Research
Pearson Learning Solutions
hester.tinti-kane@pearson.com
This document discusses the future of education and how emerging technologies may impact it. It presents 3 items that could provide insights: public accountability, student service interoperability, and competency-based achievements. It then examines topics like consumerism in education, the role of cloud computing and data, the need to balance efficiency and customer service, and how gaming concepts could influence personalization and competency profiling. Finally, it argues the future may see education shift to a more consumer-focused, student-centered model where technology helps drive differentiation, innovation, and student success.
The document discusses default prevention and lowering cohort default rates (CDRs). It defines default, explains how CDRs are calculated and tracked, and outlines changes to how default rates will be measured going forward. The rest of the document provides an agenda for implementing a default prevention plan, including activities schools can do before, during, and after enrollment to help lower their CDRs and maintain federal financial aid eligibility.
2010 PLS Career Summit: Tom Kosel, Director of Government Relations, Globe Un...Pearson North America
The document discusses potential regulations around gainful employment and their impact on for-profit career colleges. It notes that student loan debt is increasing across higher education but is highest on average for students at for-profit institutions. For-profit schools have not consistently tracked outcomes data to demonstrate the value they provide students. The potential regulations would require schools to report more detailed employment and earnings data for graduates to show their career training programs are eligible and provide access to gainful employment. The regulations would take effect on July 1, 2012.
2010 PLS Career Summit: Rob Curtin, Chief Applications Officer, Microsoft CorpPearson North America
This document discusses trends in education technology and how institutions can adapt. It notes that accountability, student success, consumerization of technology, and demographics are driving market forces. Institutions must empower users by embracing devices, moving from managing things to empowering users, and providing the right information to users at the right time. Technology can help focus on identity and control while differentiating institutions if implemented as part of a process focusing on quality and long-term gain over short-term pain. Gaming can influence learning through achievement engines and competency profiles that allow seamless transfer of learner achievements between educators and public accountability systems. Microsoft solutions can help with planning, assessment, accreditation, professional development, collaboration, accountability, student success
2010 PLS Career Summit: Chris Slatter, Senior Analyst, EduventuresPearson North America
This document summarizes a presentation on new programs and market opportunities in online higher education. It discusses areas of focus for learning collaboratives, growth in various online credential programs, factors influencing future online market growth, and the role of for-profit providers in expanding access. Key fields like business and education are predicted to continue dominating the online master's market, while additional innovation may be needed to sustain rapid growth beyond 2015.
The document discusses concerns around proposed "gainful employment" regulations for the for-profit education sector from the U.S. Department of Education. It summarizes that the original estimates from the Department significantly underestimated the negative impacts, including that 30% of students could be at institutions deemed ineligible, and up to 500,000 students may not complete their education. It also estimates that the regulations could cost taxpayers $5.3 billion annually, far more than the $2 billion in defaulted loans the regulations aim to protect.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. Assessing Experience How many of you have taught an online course in the past 24 months? How many of you have designed /developed curriculum for online learning environments? How many of you occupy an eLearning administration / oversight position? Does your institution strongly support your eLearning initiatives with faculty training and administrative support?
3. Setting the Scene Why are we here? The Paradox: More Students More Suspicion Sloan Consortium Annual Report: Online enrollments up 17% in 2009 4.6 million students enrolled in 1 or more online courses 75% of all institutions report increased demand for online courses Why the enrollment trend? Turn to CNN.
4. The Value of Online Education? Based on the CNN news report, what values were NOT reflected in the evaluation and promotion of online education? *Convenience, job training, low cost were the values* Confronting the inevitable: when quantity and quality collide Sloan Consortium Report ALSO reports: Two-thirds of chief academic officers assert that their faculty reject the “value and legitimacy” of online education 70% of faculty assert online courses are inferior to face-to-face courses; 48% of faculty who have taught online assert this as well Why is there widespread perception that online courses lack quality?
5. Why Is There Widespread Perception That Online Courses Lack Quality? Generational issues Early linkage of online courses with correspondence courses Perception that online courses were developed to accommodate degree-mill industry Lack of embodied face-to-face contact (the socializing element some believe is an important part of higher education) Inability to verify integrity of student work (plagiarism, other people taking your tests for you, etc); Faculty object to the value students place on online learning - cost, flexibility, convenience...these are not the "true" values of higher education.
8. On several of the indicators of engagement online students reported significantly better results.
9. On no indicators did classroom students do so. Relative to classroom students the 2008 NSSE found that online students were significantly more likely to report they
14. Survey of 1000 studies on face-to-face vs online pedagogical practices
15.
16. Seven Principles of Good Practice in Undergraduate Education FOUNDATION Bottom line: meta-practices that you recognize as quality instructional practice face-to-face IS relevant to online environments – but it is just a starting point Good practice encourages student-faculty contact Good practice encourages cooperation among students Good practice encourages active learning Good practice gives prompt feedback Good practice emphasizes time on task Good practice communicates high expectations Good practice respects diverse talents and ways of learning
17. The Quest for Quality What are the specific demands of online education that require unique quality control standards? Accessibility Course navigation Appropriateness of technology Appropriateness of digitally mediated assessment instruments Resources allocated
18. Three Strategies for Establishing Quality Knowing the emerging industry standards for the purpose of: Initial design considerations Self-Evaluation Institutional Evaluation New and grounded development in industry-standard design processes Making sensible decisions regarding class size The Research The variables to consider
24. Higher Learning Commission (publishes qualitative data from accreditation reviews related to eLearning best practices; guidance for establishing eLearning consortium)
43. Learning fails when we don’t conceive of specific interventions to bridge the gap between needs, abilities, and goals.
44. Many design models are applicable to eCourses development. Here are but two successful design approaches that emphasize quality design as a prerequisite to student success
47. Backward Design Conceive of desired results first, then work backward to develop instructional content and strategies (rather than beginning with topics) Stage 1: Identify desired outcomes and results. Stage 2: Determine what constitutes acceptable evidence of competency in the outcomes and results (assessment). Stage 3: Plan instructional strategies and learning experiences that bring students to these competency levels. ** Understanding By Design**
48. MyCourseTools Thousands of assets that can be supplied for custom course augmentation Animations Simulations Videos Puzzles Audio Glossaries Web Research Podcasts Tutorials Drag/Drop Activities PowerPoints Assessments Online Games
66. Designing Success Remember: As educators, our primary goal is to create learning environments that foster student achievement. The value of design and evaluation standards No ID dept, a ton of money Take the best of all the different strategies and create something customized to your comfort level---at the end of the day, its your course Start to emphasize quality more in an era that places a premium on quantity Committing to standards requires time and energy. However, this use of your resources not only enhances the likelihood of genuine learning and student satisfaction but also provides verification of the great work you already do!
Editor's Notes
This should create a pyramid. Many will have taught online…fewer will be well-supported. Use this exercise to suggest that “many of us are tasked with teaching online, fewer of us have development experience, and fewer still feel well-supported” Here’s the bottom line: Most community college faculty are pressured to teach online BUT they feel they lack grants/money/incentives to support design and development, they have no targets for quality standards, and they are concerned about time resources for development and maintenance of online courses. So, your role here is to be suggestive of tools/considerations for self-starters.
Hyperlinks = professor overview of report’s findings AND a CNN report on the attraction to online education in bad economic times. Use the next few slides to establish urgency…there are more online students than ever before, and there is more doubt than ever before about the validity of this modality.
Quality was not mentioned in the CNN clip….convenience, job training, cost were the values. Not quality.
Quality was not mentioned in the CNN clip….convenience, job training, cost were the values. Not quality.
Use this slide to establish that, in fact, the industry is showing some great promise. Quality can be achieved, as can student success.
Get them thinking about what constitutes quality in general. Use Q/A. Then, once they brainstorm, use the next slide to demonstrate that fundamentals are fundamentals and that best practices for instruction, in general, are achievable in eLearning.
Arthur W. Chickering's and Zelda F. Gamson's book entitled, Seven Principles for Good Practice in Undergraduate Education
Get them thinking about what constitutes quality in general. Use Q/A. Then, once they brainstorm, use the next slide to demonstrate that fundamentals are fundamentals and that best practices for instruction, in general, are achievable in eLearning.
Use this as the framing slide for what you are delivering to the audience
Sending you a PDF file containing HLC best practices. Just use as an example of published guidelines so people understand that there are specific, industry standard resources available.
Remember, 99% of higher ed faculty have NO background in ID or pedagogy. Equipping them with a basic framework might be helpful. Provide a design document sample to illustrate the application of a design model to a development process.
Provide examples of design documents
* Palloff, R. & Pratt, K. (1999) Building Learning Communities in Cyberspace. San Francisco: Jossey-Bass Publishers
Information organization and retrieval: Carefully structure course activities into different conferences or discussion forums, so that all of the information in one conference relates to a small number of topics, and no single conference gets so large that it is difficult to find information within that conference. Synchronization of the class as a whole: Set clear guidelines that tells students what needs to be done, where, and when so that the students are focusing on the same activities at the same time. Strictly enforce these guidelines to maintain the order laid out in the conference organization. Coordination, collaboration, and socializing among the members: A key instructor role is to motivate, encourage, and facilitate authentic, active and collaborative interaction among the students. Frequent (ideally daily) instructor activity helps to create a socially welcoming environment. Another critical strategy is establishing and enforcing a course structure that can accommodate high levels of interaction without creating an information overload, as well as support levels of trust required for open expression of views. Such a structure enables students to realize that their active participation supports content mastery, higher grades, and overall learning. The software used should enable students to have their own private conferences for doing group work. Sharing knowledge: Upper division and graduate courses usually have a mix of students with and without considerable working experience, so 'contextualized learning' is important: promote the relevance between experience and learning by teaching experienced students course concepts in the context of their real life experiences. These students then can bring these understandings to the rest of the class. Students then take what the course professor has to say far more seriously. Sharing learning and feedback: Particularly in courses with many abstract concepts, encouraging students to make experiential associations by elaborating course concepts in their own frames of reference helps the instructor to better gauge teaching effectiveness. Students may understand other students' representations and understandings better than the ones the instructor use. This is a form of the Montessori effect, i.e., having students help other students and thus minimizing instructor workload in the process. Requiring participation: Grade students on the quality and timeliness of their contributions rather than quantity (number or size) of their contributions. In the case study courses, 'required' (i.e. specified based on assignment) and 'voluntary' (i.e., discretionary) contributions each accounted for 10% of the total course grade.