This presentation summarizes research on e-learning data from 2011 and forthcoming studies. It focuses on key findings related to course level, institutions, priority learner groups, and research literature. The presentation examines e-learning provision and achievement rates by course level, institution type, and priority learner categories using data from the SDR Internet Field. It also discusses some of the main messages from literature on e-learning.
This document discusses the cost efficiency of distance education compared to traditional education. It defines cost-effectiveness analysis and explains why distance education is considered more cost efficient, with a lower average cost per student and higher educational experience, accessibility, and student support. Unique costs of distance education include faculty costs, course development, delivery, and maintenance. A cost matrix outlines revenue from tuition and other sources against expenditures. The document concludes by asking how distance education can be sustainable and profitable in the Philippines while maintaining quality standards.
The document discusses an e-learning benchmarking project conducted by the Educational Development Unit at Nottingham Trent University. The project involved focus groups and surveys of staff and students to gather data on e-learning practices, support, skills, and attitudes. The results will be used for internal benchmarking and future course marketing. The university also selected a new virtual learning environment called Desire2Learn to replace the previous system and support a rich, flexible online learning environment.
The document discusses Woodville ISD's district technology plan and E-Rate program. It introduces E-Rate, which provides discounts of 20-90% on telecom and internet services for schools and libraries. It outlines the technology plan's goals in teaching/learning, staff development, administration/support, and infrastructure. The plan has helped develop the district's technology program, with strengths in administration/support and weaknesses in infrastructure. The document provides resources on E-Rate and technology planning.
Con Verge08 We Asked 4,000 People About E Learning And They Said ...guestf050bb
Presentation at conVerge08 on the results of the Australian Flexible Learning Framework's 2008 e-learning Benchmarking surveys. For more results go to flexiblelearning.net.au/e-learningindicators.
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.
Post secondary institutions are highly autonomous. Attempts to create services that connect and network educators together across institutions run up against established beliefs that the needs of educators can be met within the institution and do not require collaboration. Collaboration is often viewed as a loss of autonomy and as sharing institutional or faculty proprietary knowledge with a competitor. This presentation is part of a panel discussion exploring how to mitigate the tensions between autonomy and collaboration when building collaborative system services for educators.
E-Rate is a program administered by USAC that provides discounts for telecommunications and internet access services to schools and libraries. Schools and libraries must meet eligibility requirements and discounts are provided based on poverty levels. The program is funded through universal service fees charged to telecom companies. It aims to ensure all Americans can benefit from information technologies regardless of income or location.
Making your unit indispensable in a bare-bones economy -- Russ AdkinsWCET
Broward College is a state college located in South Florida that offers associate, bachelor's, and master's degrees. It initially developed its e-learning program to provide faculty development opportunities but has since expanded it strategically. Data shows e-learning now accounts for 10% of the college's student enrollment and continues to grow. College leadership, administrators, and faculty all see e-learning as indispensable because it increases flexibility, boosts enrollment and revenues, and allows the college to better serve its students.
This document discusses the cost efficiency of distance education compared to traditional education. It defines cost-effectiveness analysis and explains why distance education is considered more cost efficient, with a lower average cost per student and higher educational experience, accessibility, and student support. Unique costs of distance education include faculty costs, course development, delivery, and maintenance. A cost matrix outlines revenue from tuition and other sources against expenditures. The document concludes by asking how distance education can be sustainable and profitable in the Philippines while maintaining quality standards.
The document discusses an e-learning benchmarking project conducted by the Educational Development Unit at Nottingham Trent University. The project involved focus groups and surveys of staff and students to gather data on e-learning practices, support, skills, and attitudes. The results will be used for internal benchmarking and future course marketing. The university also selected a new virtual learning environment called Desire2Learn to replace the previous system and support a rich, flexible online learning environment.
The document discusses Woodville ISD's district technology plan and E-Rate program. It introduces E-Rate, which provides discounts of 20-90% on telecom and internet services for schools and libraries. It outlines the technology plan's goals in teaching/learning, staff development, administration/support, and infrastructure. The plan has helped develop the district's technology program, with strengths in administration/support and weaknesses in infrastructure. The document provides resources on E-Rate and technology planning.
Con Verge08 We Asked 4,000 People About E Learning And They Said ...guestf050bb
Presentation at conVerge08 on the results of the Australian Flexible Learning Framework's 2008 e-learning Benchmarking surveys. For more results go to flexiblelearning.net.au/e-learningindicators.
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.
Post secondary institutions are highly autonomous. Attempts to create services that connect and network educators together across institutions run up against established beliefs that the needs of educators can be met within the institution and do not require collaboration. Collaboration is often viewed as a loss of autonomy and as sharing institutional or faculty proprietary knowledge with a competitor. This presentation is part of a panel discussion exploring how to mitigate the tensions between autonomy and collaboration when building collaborative system services for educators.
E-Rate is a program administered by USAC that provides discounts for telecommunications and internet access services to schools and libraries. Schools and libraries must meet eligibility requirements and discounts are provided based on poverty levels. The program is funded through universal service fees charged to telecom companies. It aims to ensure all Americans can benefit from information technologies regardless of income or location.
Making your unit indispensable in a bare-bones economy -- Russ AdkinsWCET
Broward College is a state college located in South Florida that offers associate, bachelor's, and master's degrees. It initially developed its e-learning program to provide faculty development opportunities but has since expanded it strategically. Data shows e-learning now accounts for 10% of the college's student enrollment and continues to grow. College leadership, administrators, and faculty all see e-learning as indispensable because it increases flexibility, boosts enrollment and revenues, and allows the college to better serve its students.
5352 2009-2010 E-Rate &Campus STaR chart findingsjoyquinn
This document summarizes the findings of a school's STaR Chart assessment, which evaluates the school's technology competencies. It finds that the school scores similarly to the state in teaching/learning and educator preparation, but needs to improve support for online learning and instructional support. The school's infrastructure scores are stronger than the state level currently. Suggestions are made to increase teacher professional development opportunities and provide more technical support staff to help the school exceed state goals.
Benefits and challenges of OER for higher education institutionsMichael Paskevicius
The emergence of teaching materials and processes as open educational resources (OER) in higher education in the 21st century is part of the much larger social movement towards ‘opening up’ what was previously ‘closed’ to all except a limited number of people who paid for access to or use of information and services. Initially OER was understood as sharing specific ‘products’, but it now thought of as including the underlying pedagogical ‘practices’.
That academics and student tutors want to share their intellectual capital openly with the rest of the world is at the heart of the OER movement. Archer’s (2003) notion of the ‘active agent’, offers some insight into why academics (or students) in HEIs may decide to (or not) use and share OER, and how they might respond in an institutional environment which inhibits or encourages the practice of
sharing.
Overcoming Barriers in Implementing a Quality Assurance Process
WCET 21st Annual Conference
Deb Adair, Quality Matters
Evelyn Everett Knowles, Park University
Li Wang, University of Northern Colorado
Heidi Ashbaugh, Texas Woman’s University
This document summarizes a talk on navigating the procurement and use of electronic resources in secondary schools. It outlines the speaker's goals to provide an overview of current cross-curricular e-resources, consider factors affecting implementation, and make three predictions about the future. A survey of school librarians found that resources should be more appropriate for different levels, languages, and teaching information literacy, while factors like cost, curriculum relevance, and sufficient support were most important for implementation. The document concludes by predicting changes to resources based on curriculum changes, staffing roles, and subscription vs. open access models.
The document outlines Los Fresnos CISD's District Technology Plan for 2011-2012, including goals in areas like teaching and learning, professional development, infrastructure, and administration. It explains how E-rate funding can help accomplish initiatives by providing discounts to schools for eligible telecom services. A budget details planned spending on staff training, internet access, equipment, and more, with funding from sources like E-rate, federal programs, and local funds. The 11-step E-rate application and funding process is also summarized.
The E-Rate program provides discounts of 20-90% on telecommunication services and internet access for schools and libraries in the US to ensure affordable access. Killeen Independent School District's technology plan for 2010-2011 aims to complete installation of classroom technology in 50% of classrooms and campus upgrades in 25% of campuses. The plan also focuses on continued training, intervention initiatives, and providing technology resources to meet current and emerging district needs.
This document discusses integrating digital literacies into a Postgraduate Certificate (PG Cert) for teaching staff at LSE. It describes how LSE initially did not include educational technologies in the PG Cert but later decided to add new sessions on this topic. There was debate around fully integrating the skills versus adding them as a separate module. The document also notes challenges like varying digital literacy levels amongst staff and constraints of only being able to cover this topic as a small part of the broader PG Cert curriculum. It raises questions about the models used at other institutions for developing these skills in teaching staff.
Schools and libraries program of the universal servicepickettdavid45
This document summarizes the Schools and Libraries Program of the Universal Service Fund, also known as "E-Rates". The program provides discounts of 20-90% on telecommunication services, internet access, and equipment to eligible schools and libraries. Discounts are based on poverty levels and location in urban or rural areas. The program aims to ensure all schools have affordable access to technology and information services. It also provides support through outreach, training, and assistance to help beneficiaries utilize the funded connectivity.
The document discusses Mansfield ISD's technology plan and use of E-Rate funding. It provides an overview of the E-Rate program, which provides discounts for telecommunications access to schools. It explains that technology plans outline districts' strategies for technology implementation and integration. Mansfield ISD's plan focuses on equity, instruction, professional development, and infrastructure. The district evaluates progress using a STaR chart system to monitor implementation at each school.
Universal service program for schools & libraries pptnickphillips78
E-Rate is a program administered by USAC that provides discounts for telecommunications and internet access services to schools and libraries. It aims to ensure all Americans can benefit from information technologies regardless of income or location. Schools and libraries must meet eligibility requirements and have technology plans to qualify for discounts of up to 90% depending on poverty levels. The program is funded through universal service fees charged to telecom companies.
Ministry support for moodle (and mahara)Paul Seiler
1. The document discusses New Zealand Ministry of Education's support for learning management systems (LMS) like Moodle and digital portfolios like Mahara.
2. It outlines initiatives to integrate student management systems (SMS) with LMS and parent portals to provide online access to student information and learning resources.
3. The Ministry is providing financial assistance to schools and selecting preferred LMS providers through an open tender process while standards and technologies are developed to connect different systems.
Universal service program for schools and libraries pptMary Poret
The Universal Service Program for Schools and Libraries, also known as E-Rate, provides discounts to assist schools and libraries in the United States to obtain affordable telecommunications and internet access. Administered by USAC under the FCC, E-Rate requires schools and libraries to meet eligibility requirements, have a technology assessment and plan, and go through an open bidding process to select a service provider. The program helps pay for technology components like staff development, hardware replacement, and computer upgrades through reimbursements that either go to the service provider or applicant.
Needs analysis presentation at Smartvet_conference_2013Ton Koenraad
PPT summarizing report 'Needs analysis' , researching the training needs among teachers in vocational education in Wicklow, Ireland, presented at the final conference of the SmartVET project
The document summarizes an E-Rate funding program and Wayne School District's 3-year technology plan. E-Rate provides 20-90% discounts on telecom and internet costs to schools based on need, helping provide equal technology access. Wayne's plan aims to integrate technology into learning, provide teacher training, and maintain infrastructure using a $1.9 million budget including $220,000 from E-Rate grants. Progress is evaluated annually to improve technology proficiency among students and staff.
This document discusses the E-Rate program, which provides discounts of 20-90% on telecommunication services for most schools and libraries in the US. It is funded by telecommunications service providers and aims to provide affordable internet access. The document outlines the benefits of E-Rate, how the application process works, and Woodville ISD's technology plan, which includes funding replacement cycles for devices and infrastructure, staff development, and teaching objectives to increase technology integration and proficiency. It concludes by asking for questions and detailing how the district can get started and involved with E-Rate.
This document appears to be an annual report from a distance education program that provides information on enrollment numbers, student demographics, technology usage, the learning experience, and student services. Key findings include an analysis of enrollment growth, the gender, age and ethnicity of online students, their motivations for taking online courses, and their satisfaction with aspects of the online learning experience. The report also describes a four generation model for evolving online student services, from information presented from an institutional perspective to services designed to establish relationships through personalized recommendations and real-time interaction.
NTLTC 2011 - Using new technology to change teachingNTLT Conference
The document discusses using new technologies to improve teaching and learning practices at Wellington Institute of Technology (WelTec). It describes the current situation of poor pedagogical practices and lack of engagement. The vision is for a more student-centered, blended learning approach. An action research model is proposed to evaluate technology use, improve reflective practice, and address deeper issues through small projects like creating lecture recordings ("pencasts") with smartpens, integrating iPads, and using document cameras. Early pilots show potential but more student involvement is needed in the following year.
NTLT 2012 - Assessing the numeracy skills of tertiary learnersNTLT Conference
The document reports on the results of assessing numeracy skills of adult learners in 2011. It shows that 85.5% of assessments were for general numeracy, with lower percentages for number knowledge and number strategies/measurement. Most learners scored at step 1 or 2 initially in general numeracy and number knowledge, with fewer at higher steps. Scores were highly correlated between the three skills. Over half of learners at step 1 were reassessed, decreasing at higher steps. Over 60% of learners at step 1 showed significant gain. Gains decreased with higher starting steps. More males started at step 1 in general numeracy compared to females. Learners with lower qualifications started at lower steps on average.
This document discusses using data and evidence to improve learning outcomes. It outlines a plan involving outcomes, ways of knowing, evaluation indicators and data collection. Audit, research, monitoring and evaluation are described as ways to collect different types of data to understand what is happening and track trends. Outcome indicators relate to employment, further study, skills acquisition and well-being. Process indicators track achievement data, complaints and performance reviews. Data gathering, analysis, reporting and improvement are part of the cycle. Good practice grants are available for initiatives that demonstrate learner benefit through evidence-based self-reflection within a supportive organizational culture.
The document discusses developing a blended learning module using iPads, eBooks, and an online learning site to teach auto electronics. It describes integrating hands-on circuit building with iPad simulations using the iCircuit app to help students understand electrical concepts before building real circuits. eBooks are proposed to reduce materials size and link to online resources. Some technical issues are noted but student feedback was generally positive, finding the approach helped them better understand current, voltage, and constructing circuits from diagrams.
The document discusses Academic Co-creative Inquiry (ACCI), an innovative teaching method that emphasizes collaboration between teachers and students. Some key aspects of ACCI include co-creating course content and processes, using learning contracts, self and peer assessment, and defining resources and criteria. ACCI aims to increase student engagement, ownership over learning, and integration of theory and practice. The document proposes applying ACCI principles to an existing course in 2012 and evaluating its effectiveness through reflection and research.
NTLT 2012 - Pecha Kucha 1, David Earle 2 - Literacy and numeracy – Who needs it?NTLT Conference
The document summarizes data from the Adult Literacy and Life Skills Survey on literacy and numeracy levels among New Zealanders. Key findings include:
- Around 900,000 New Zealanders have literacy and numeracy skills below Level 3, the minimum needed for today's society.
- Literacy and numeracy levels are strongly linked to educational qualifications and first language.
- Self-reported skills and daily literacy practices also correlate with assessed levels.
- Literacy, language and numeracy encompass a wide range of everyday skills needed to handle information, solve problems, communicate, and achieve goals.
5352 2009-2010 E-Rate &Campus STaR chart findingsjoyquinn
This document summarizes the findings of a school's STaR Chart assessment, which evaluates the school's technology competencies. It finds that the school scores similarly to the state in teaching/learning and educator preparation, but needs to improve support for online learning and instructional support. The school's infrastructure scores are stronger than the state level currently. Suggestions are made to increase teacher professional development opportunities and provide more technical support staff to help the school exceed state goals.
Benefits and challenges of OER for higher education institutionsMichael Paskevicius
The emergence of teaching materials and processes as open educational resources (OER) in higher education in the 21st century is part of the much larger social movement towards ‘opening up’ what was previously ‘closed’ to all except a limited number of people who paid for access to or use of information and services. Initially OER was understood as sharing specific ‘products’, but it now thought of as including the underlying pedagogical ‘practices’.
That academics and student tutors want to share their intellectual capital openly with the rest of the world is at the heart of the OER movement. Archer’s (2003) notion of the ‘active agent’, offers some insight into why academics (or students) in HEIs may decide to (or not) use and share OER, and how they might respond in an institutional environment which inhibits or encourages the practice of
sharing.
Overcoming Barriers in Implementing a Quality Assurance Process
WCET 21st Annual Conference
Deb Adair, Quality Matters
Evelyn Everett Knowles, Park University
Li Wang, University of Northern Colorado
Heidi Ashbaugh, Texas Woman’s University
This document summarizes a talk on navigating the procurement and use of electronic resources in secondary schools. It outlines the speaker's goals to provide an overview of current cross-curricular e-resources, consider factors affecting implementation, and make three predictions about the future. A survey of school librarians found that resources should be more appropriate for different levels, languages, and teaching information literacy, while factors like cost, curriculum relevance, and sufficient support were most important for implementation. The document concludes by predicting changes to resources based on curriculum changes, staffing roles, and subscription vs. open access models.
The document outlines Los Fresnos CISD's District Technology Plan for 2011-2012, including goals in areas like teaching and learning, professional development, infrastructure, and administration. It explains how E-rate funding can help accomplish initiatives by providing discounts to schools for eligible telecom services. A budget details planned spending on staff training, internet access, equipment, and more, with funding from sources like E-rate, federal programs, and local funds. The 11-step E-rate application and funding process is also summarized.
The E-Rate program provides discounts of 20-90% on telecommunication services and internet access for schools and libraries in the US to ensure affordable access. Killeen Independent School District's technology plan for 2010-2011 aims to complete installation of classroom technology in 50% of classrooms and campus upgrades in 25% of campuses. The plan also focuses on continued training, intervention initiatives, and providing technology resources to meet current and emerging district needs.
This document discusses integrating digital literacies into a Postgraduate Certificate (PG Cert) for teaching staff at LSE. It describes how LSE initially did not include educational technologies in the PG Cert but later decided to add new sessions on this topic. There was debate around fully integrating the skills versus adding them as a separate module. The document also notes challenges like varying digital literacy levels amongst staff and constraints of only being able to cover this topic as a small part of the broader PG Cert curriculum. It raises questions about the models used at other institutions for developing these skills in teaching staff.
Schools and libraries program of the universal servicepickettdavid45
This document summarizes the Schools and Libraries Program of the Universal Service Fund, also known as "E-Rates". The program provides discounts of 20-90% on telecommunication services, internet access, and equipment to eligible schools and libraries. Discounts are based on poverty levels and location in urban or rural areas. The program aims to ensure all schools have affordable access to technology and information services. It also provides support through outreach, training, and assistance to help beneficiaries utilize the funded connectivity.
The document discusses Mansfield ISD's technology plan and use of E-Rate funding. It provides an overview of the E-Rate program, which provides discounts for telecommunications access to schools. It explains that technology plans outline districts' strategies for technology implementation and integration. Mansfield ISD's plan focuses on equity, instruction, professional development, and infrastructure. The district evaluates progress using a STaR chart system to monitor implementation at each school.
Universal service program for schools & libraries pptnickphillips78
E-Rate is a program administered by USAC that provides discounts for telecommunications and internet access services to schools and libraries. It aims to ensure all Americans can benefit from information technologies regardless of income or location. Schools and libraries must meet eligibility requirements and have technology plans to qualify for discounts of up to 90% depending on poverty levels. The program is funded through universal service fees charged to telecom companies.
Ministry support for moodle (and mahara)Paul Seiler
1. The document discusses New Zealand Ministry of Education's support for learning management systems (LMS) like Moodle and digital portfolios like Mahara.
2. It outlines initiatives to integrate student management systems (SMS) with LMS and parent portals to provide online access to student information and learning resources.
3. The Ministry is providing financial assistance to schools and selecting preferred LMS providers through an open tender process while standards and technologies are developed to connect different systems.
Universal service program for schools and libraries pptMary Poret
The Universal Service Program for Schools and Libraries, also known as E-Rate, provides discounts to assist schools and libraries in the United States to obtain affordable telecommunications and internet access. Administered by USAC under the FCC, E-Rate requires schools and libraries to meet eligibility requirements, have a technology assessment and plan, and go through an open bidding process to select a service provider. The program helps pay for technology components like staff development, hardware replacement, and computer upgrades through reimbursements that either go to the service provider or applicant.
Needs analysis presentation at Smartvet_conference_2013Ton Koenraad
PPT summarizing report 'Needs analysis' , researching the training needs among teachers in vocational education in Wicklow, Ireland, presented at the final conference of the SmartVET project
The document summarizes an E-Rate funding program and Wayne School District's 3-year technology plan. E-Rate provides 20-90% discounts on telecom and internet costs to schools based on need, helping provide equal technology access. Wayne's plan aims to integrate technology into learning, provide teacher training, and maintain infrastructure using a $1.9 million budget including $220,000 from E-Rate grants. Progress is evaluated annually to improve technology proficiency among students and staff.
This document discusses the E-Rate program, which provides discounts of 20-90% on telecommunication services for most schools and libraries in the US. It is funded by telecommunications service providers and aims to provide affordable internet access. The document outlines the benefits of E-Rate, how the application process works, and Woodville ISD's technology plan, which includes funding replacement cycles for devices and infrastructure, staff development, and teaching objectives to increase technology integration and proficiency. It concludes by asking for questions and detailing how the district can get started and involved with E-Rate.
This document appears to be an annual report from a distance education program that provides information on enrollment numbers, student demographics, technology usage, the learning experience, and student services. Key findings include an analysis of enrollment growth, the gender, age and ethnicity of online students, their motivations for taking online courses, and their satisfaction with aspects of the online learning experience. The report also describes a four generation model for evolving online student services, from information presented from an institutional perspective to services designed to establish relationships through personalized recommendations and real-time interaction.
NTLTC 2011 - Using new technology to change teachingNTLT Conference
The document discusses using new technologies to improve teaching and learning practices at Wellington Institute of Technology (WelTec). It describes the current situation of poor pedagogical practices and lack of engagement. The vision is for a more student-centered, blended learning approach. An action research model is proposed to evaluate technology use, improve reflective practice, and address deeper issues through small projects like creating lecture recordings ("pencasts") with smartpens, integrating iPads, and using document cameras. Early pilots show potential but more student involvement is needed in the following year.
NTLT 2012 - Assessing the numeracy skills of tertiary learnersNTLT Conference
The document reports on the results of assessing numeracy skills of adult learners in 2011. It shows that 85.5% of assessments were for general numeracy, with lower percentages for number knowledge and number strategies/measurement. Most learners scored at step 1 or 2 initially in general numeracy and number knowledge, with fewer at higher steps. Scores were highly correlated between the three skills. Over half of learners at step 1 were reassessed, decreasing at higher steps. Over 60% of learners at step 1 showed significant gain. Gains decreased with higher starting steps. More males started at step 1 in general numeracy compared to females. Learners with lower qualifications started at lower steps on average.
This document discusses using data and evidence to improve learning outcomes. It outlines a plan involving outcomes, ways of knowing, evaluation indicators and data collection. Audit, research, monitoring and evaluation are described as ways to collect different types of data to understand what is happening and track trends. Outcome indicators relate to employment, further study, skills acquisition and well-being. Process indicators track achievement data, complaints and performance reviews. Data gathering, analysis, reporting and improvement are part of the cycle. Good practice grants are available for initiatives that demonstrate learner benefit through evidence-based self-reflection within a supportive organizational culture.
The document discusses developing a blended learning module using iPads, eBooks, and an online learning site to teach auto electronics. It describes integrating hands-on circuit building with iPad simulations using the iCircuit app to help students understand electrical concepts before building real circuits. eBooks are proposed to reduce materials size and link to online resources. Some technical issues are noted but student feedback was generally positive, finding the approach helped them better understand current, voltage, and constructing circuits from diagrams.
The document discusses Academic Co-creative Inquiry (ACCI), an innovative teaching method that emphasizes collaboration between teachers and students. Some key aspects of ACCI include co-creating course content and processes, using learning contracts, self and peer assessment, and defining resources and criteria. ACCI aims to increase student engagement, ownership over learning, and integration of theory and practice. The document proposes applying ACCI principles to an existing course in 2012 and evaluating its effectiveness through reflection and research.
NTLT 2012 - Pecha Kucha 1, David Earle 2 - Literacy and numeracy – Who needs it?NTLT Conference
The document summarizes data from the Adult Literacy and Life Skills Survey on literacy and numeracy levels among New Zealanders. Key findings include:
- Around 900,000 New Zealanders have literacy and numeracy skills below Level 3, the minimum needed for today's society.
- Literacy and numeracy levels are strongly linked to educational qualifications and first language.
- Self-reported skills and daily literacy practices also correlate with assessed levels.
- Literacy, language and numeracy encompass a wide range of everyday skills needed to handle information, solve problems, communicate, and achieve goals.
NTLTC 2011 - student use of academic resources in assignmentsNTLT Conference
This document summarizes research conducted by a psychology lecturer and librarian on the sources used by students in an introductory psychology course. They analyzed the reference pages from 124 student assignments to categorize source types and calculate descriptive statistics. They found that on average students used 3-4 sources, most frequently the provided textbook and journal articles as well as an instructor summary. Library sources were rarely used. Statistical testing suggested effects of online vs print submission and a relationship between number of sources used and mark achieved. Future analysis of additional assignments is planned.
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 State of E learning in HE 2013 from EducauseJim Nottingham
This document summarizes the state of e-learning in higher education. It finds that while most institutions are interested in e-learning, not all are prepared to develop or expand their online offerings. It also discusses the benefits of e-learning for flexibility, teaching, and learning. While online course offerings are growing, some institutions still lack resources or see online learning as not fitting their mission. The document concludes that e-learning initiatives face challenges regarding faculty skepticism, financial models, and ensuring academic quality, but that these challenges can be addressed through strategic planning and investment.
Faculty Learning Communities--Enjoyable and Making a DifferenceIda Jones
This document outlines faculty learning communities (FLCs) at a university from 2009-2014. It provides details on the number of faculty participants, topics covered by the FLCs each year, and funding for participants and facilitators. FLCs aimed to support faculty professional development and impact over 1,400 students through classroom changes. Contact information is provided for those wanting additional information on starting FLCs at their own campus.
Dirk Van Damme - Multifaceted ExcellenceAmy Hilton
Dirk Van Damme, Head of the Centre for Education, Research and Innovation, OECD discusses the comparative performance indicators, rankings and reputation that now define the global higher education areana.
E-learning has significant impacts on higher education and students' motivation. It has several advantages, including quicker delivery cycle times than traditional classroom instruction as e-learning sessions can start and wrap up more quickly. However, there are also some disadvantages such as a lack of self-discipline for students, no face-to-face interaction, and lack of input from trainers. The document discusses the effects of e-learning, including its impact on academic performance and advantages like faster delivery, as well as disadvantages such as a lack of self-discipline and interaction.
Distance education refers to online learning where courses are offered virtually rather than physically. It provides flexibility for non-traditional students and lowered costs but can lack social interaction. Instructors evaluate students through assignments, class participation, and communication. Providers are evaluated based on paperwork, curriculum, instructor qualifications, number of courses/students, student performance, and complaints. The evaluation ensures standards, resources, and instructor quality support effective online learning.
Definition of E-learning
Types of E-learning
Location
Purpose of E-learning
Advantages E-learning
Disadvantages of E -learning
Evaluation Methods in E -learning
CONCLUSION
This document discusses the formative use of electronic assessment (e-assessment) based on a review of literature. It finds that:
1) E-assessment tools allow for new formats of formative assessments and feedback not possible with traditional methods, but more research is needed to define what makes e-assessments truly formative.
2) E-assessment enables feedback to be provided in more varied ways through tools like test applications, e-portfolios, and online discussions. However, principles for effective feedback in e-assessments need to be better established.
3) E-assessments can be completed remotely, benefiting learners, but more studies are needed to demonstrate clear learning gains over traditional
Third READ Conference, Eschborn, GermanyJimmy Keng
National examination results in Singapore are used in three key ways to support student learning: 1) Ensuring close alignment between the curriculum and examinations; 2) Providing school performance data to identify areas for improvement; and 3) Informing student placement into appropriate pathways. Over time, the uses of assessment have expanded from a sole reliance on examinations to incorporating multiple assessment methods to better support each student's learning.
This document provides an overview of online learning at Northampton Community College (NCC). It discusses key facts about NCC's online programs including the percentage of students taking online courses and the programs offered online. It also outlines the staff in the Office of Online Learning and reviews some of the tools used to support online instruction like Blackboard, Elluminate Live, and CourseEval for online course evaluations. The document appears to be materials for instructors interested in online teaching at NCC to familiarize them with online learning at the college.
Transforming education through data provides 3 key points:
1. The DfE is working to address a lack of information in the education system by creating a large longitudinal dataset called LEO that matches data from education and labor market sources.
2. LEO allows the DfE to answer important questions about the benefits of education, target funding effectively, and hold institutions accountable based on outcomes.
3. Initial findings show education provides significant returns, with level 3 apprenticeships and qualifications yielding average returns of £67-88k per student and £34 of value for every £1 of government funding across all levels.
AHDS Annual Conference 2014 - Graham DonaldsonAHDScotland
The document discusses factors driving change in education and implications for the future of education. It summarizes key messages from international assessments and examples from other education systems. The Scottish education system aims to provide broad education for all students through its Curriculum for Excellence reforms while also raising standards. This includes revitalizing teacher education and supporting career-long professional learning through the new Scottish College for Educational Leadership.
Preserving the Social Mandate of Distance EducationMark Bullen
1) Distance education faces a threat from the rise of e-learning as technology-enhanced teaching (ELTET) within conventional universities, as it shifts resources away from distance education's social mandate of increasing access.
2) ELTET prioritizes on-campus learning and is organized differently from distance education in a way that clashes with distance education's managed, team-based approach that ensures quality and sustainability.
3) For distance education to maintain its status and social goals, it must cultivate support within universities, clearly differentiate itself from ELTET, and ensure its organizational model emphasizes lifelong learning rather than just technology-enhanced courses.
This document summarizes key findings from an enrollment management trends report presented by ACT, Inc. and Stamats. It finds that students tend to enroll at institutions matching their stated preferences, with enrollment behaviors differing by academic achievement. Testing and enrollment also varies by state testing environment. Students first testing in 12th grade are overlooked. Many graduates lack readiness for college success. New enhancements to ACT records include interest-major fit scores and predictive indexes. Score senders provide a higher-yielding applicant pool.
Engaging learners in computer-based summative exams: Reflections on a partici...RichardM_Walker
This presentation discusses a participant-informed design approach to high stakes computer-based testing for postgraduate students in a research methods module at the University of York. The combined feedback from students has informed the development of an engagement framework to guide instructors in preparing students to perform successfully in computer-based exams, addressing the organisational and cognitive strategies that they need to master.
This document provides resources for an electrical engineering course at level 4-5, including YouTube demonstrations by Brent Phillips, practice quizzes through the learning management system lessons, and a frequently asked questions wiki site in the LMS for student reference.
Project-based learning (PBL) involves students working in groups on interdisciplinary projects over an extended period of time. PBL improves students' skills, increases completion and retention rates, and is most effective when implemented in the first year. Students respond positively to PBL, enjoying working in groups, receiving feedback, and meeting with mentors. However, early implementations suffered from disorganization which stressed students. Improved preparation, managing expectations, and modeling team behaviors led to better student perceptions in the following year. While more work is needed, PBL appears to provide benefits despite implementation challenges.
NTLT 2013 - John Mumford - Math Anxiety: Risk Factors, Strategies, & Opportun...NTLT Conference
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NTLT 2013 - Willie Campbell - Windows to Contextual Learning The Jo Hari ModelNTLT Conference
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The research is the Ministry’s provision and participation (Published), achievement report and the learners annotated bibliography (forthcoming). The e-learning category in the graphs is based on an aggregation of the Internet Field categories i.e. Web-Supported where a course provides students access to limited online materials and resources. Access is optional, as online participation is likely to be a minor component of study. Web-Enhanced = where a course expects students to access online materials and resources. Access is expected, as online participation is likely to make a major contribution to study. Web-Based = where a course requires students to access the accompanying online materials and resources. Access is required, as online participation is required. More detailed breakdowns of the individual categories are available in the reports. EFTS was used for the provision and participation and achievement because it is a more accurate volume measure. Students may be enrolled in multiple courses and this can be not be adjusted for in the data. Course level adjustments used to remove bias as more degree level provision in e-learning and they tend to have higher completion rates. Provision at the course level will also include a compare and contrast with system level provision EFTS is a more accurate measure as individual students are likely to be enrolled in multiple courses and this would more likely inflate the e-learning figures. The Internet field puts courses into pre-determined categories based on the expected levels of Internet access required by students split into four categories No Access, where a course provides students access to limited online materials and resources. Access is optional, as online participation is likely to be a minor component of study. Web-Enhanced = where a course expects students to access online materials and resources. Access is expected, as online participation is likely to make a major contribution to study. The e-learning category aggregates the three Web-Based categories which mitigates differences in provider intrepreation and gives a more accurate picture of e-learning. Web-Based = where a course requires students to access the accompanying online materials and resources. Access is required, as online participation is required . The e-learning category aggregates the four categories
Course level is critical in determining e-learning provision and participation. Degree level is much higher than the system and growing faster – System 2004 44.35%, 2008 47.84% compared to Degrees 2004 65.16%, 2008 72.49%. But certificates much less and decreasing 2004 22.64%, 2008, 18.83%. This may explain why at a system level e-learning is still not a majority of provision.
Web-Supported is the majority of provision. It is much larger at certificate level than the system (2004 62.35%, 2008 62.12%) and degrees but growth decreasing 2004 92.18%, 2008 80.18%. In contrast degrees while smaller than certificates and the system is still a small majority and growing faster 2004 51.12 %, 2008 55.09%. Web-Enhanced opposite with degrees much larger than certificates and the system (2004 32.05%, 2008 29.54%). This is the smallest category for certificates. Again growth opposite decreasing for degrees (but like the system) 2004 43.42%, 2008 37.69% but growing for certificates 2004 1.8%, 2008 6.28%. Web-Based similar trend to Web-Supported. Much larger at certificates than degrees and the system (2004 5.6%, 2008 8.19%). This is the smallest category for degrees and slightly smaller than system. Both had growth but much larger for certificates: degrees 2004 5.46%, 2008 7.22% certificates 2004 5.41%, 2008 13.53%. Large jump in 2005 likely reflects shift in provision at some regional polytechnics.
This shows that institutions are also important. Note this is an aggregate of all ITPs/universities and does not reflect individual institutional variation. At the aggregate level universities provide more e-learning and it is growing at a faster rate than degrees, the system and overall certificates whilst polytechnics have much less. Very different growth at certificates universities much more ITPs much less but degrees comparable. Unis degrees 2004 70.91%, 2008 78.58%, ITPs degrees 2004 36.79%, 2008 44.05%, Unis certificates 2004 18.83%, 2008 39.44%, ITPs certificates 2004 25.94%, 2008 19.05% It could be that as an aggregate universities are leveraging increased provision and associated infrastructure and capability here to provide more right across their provision than polytechnics who have much less provision and associated capability and infrastructure.
As is the case at system level by 2008 Web-Supported was the majority or provision. ITPs have much more provision at degree level than universities in the Web-Supported category. But their growth is decreasing while universities is increasing – ITPs 2004 80.37%, 2008 70.5%, universities 2004 48.18%, 2008 54.43. But Web-Enhanced universities much larger at universities but growth opposite – universities decreasing and ITPs increasing – universities 2004 46.01%, 2008 38.98%, ITPs 2004 17.67%, 2008 27.54. Web-Based smallest category for both but larger at universities. Growth at universities but not at ITPs, universities 2004 5.81%, 2008 7.59%, ITPs 2004 1.96, 2008, 1.97%.
Web-Supported as is the case at system level much more dominant at certificate level. Over the time period based on starkly contrasting growth patterns universities became larger in Web-Supported category, universities 2004 70.39%, 2008, 86.67%, ITPs 2004 88.83%, 2008 64.84%. Opposite is the case at Web-Enhanced. Based on starkly contrasting growth patterns by end of time period larger at ITPs where it had largest relative growth, universities 2004 20.6%, 2008 9.1%, ITPs 2004 1.9%, 2008 11.53%. Web-Based smallest category at universities but for ITPs larger than Web-Enhanced. Largest growth for ITPs in absolute terms but large (relative) decline at universities, ITPs 2004 9.27%, 2008 23.63%, universities 2004 9.01%, 2008 4.23%. This also supports above explanation of shift in provision in 2005 at some regional polytechnics
Pasifika had the highest e-learning participation at degree level of all the ethnic groups and by 2008 higher than overall degree provision – 2004 67.23%, 2008 73.41%. But 18-19 year olds even higher and much higher than older (40+) learners 2004 71.8%, 2008 78.25%. This provides an opportunity to meet two of the strategy’s priorities increase participation by these learner groups in degree level study. But Māori had much less although they did have stronger growth.
WS stands for Web-Supported, WE for Web-Enhanced and WB for Web-Based. Web-Supported largest category and strongest growth for all groups but largest for Māori and largest growth for Pasifika. Majority of provision by 2008 for all priority groups. Pasifika 2004 42.85%, 2008 55.13%, Māori 2004 51.39%, 2008 56.35%, 18-19 2004 49.67%, 2008 55.07%. Web-Enhanced only category to show decline in growth for all groups. Largest decline for Pasifika, smallest for Māori. But Pasifika has highest participation and Māori least. Pasifika 2004 52.59%, 2008 40.15%, Māori 2004 36.74%, 2008 31.9%, 18-19 2004 45.35%, 2008 36.92. Web-Based smallest category but Māori have highest participation and Pasifika least. But 18-19 strongest growth. Pasifika 2004 4.55%, 2008 4.72, Māori 2004 11.86%, 2008 11.76%, 18-19 2004 4.98%, 2008 8%.
Pasifika have the highest e-learning participation at certificate level as well but in this case higher than 18-19 year olds and is the only group showing growth. But 18-19 year olds higher than certificate average despite decreased growth. Māori are lowest as is the case with degrees and below certificate average and they also have decreased growth. Pasifika 2004 23.21%, 2008 26.8%, Māori 2004 19.87%, 2008 13.65%, 18-19 year olds 2004 25.03%, 2008, 22.98%
Web-Supported the predominant category for all groups but all had a decline in growth. Largest decline for Māori, smallest for Pasifika. So Pasifika had the highest participation and Māori lowest. Pasifika 2004 92.41%, 2008 89.17%, Māori 2004 93.53%, 2008 75.19%, 18-19 2004 93.78%, 2008 88.1%. Web-Enhanced smallest category for Pasifika & Māori. All groups had growth strongest for Māori smallest for 18-19. But Pasifika strongest growth of all categories. Pasifika 2004 3.16%, 2008 5.03%, Māori 2004 1.36%, 2008 7.57%, 18-19 4.27%, 2008 5.97%. Web-Based smallest for 18-19. Māori and 18-19 had strongest growth in this category, larger in relative terms 18-19 but absolute Māori. Pasifika 2004 4.43%, 2008 5.8%, Māori 2004 5.11%, 17.23%, 18-19 1.96%, 5.94%. It suggests proportionally that the additional Web-Based provision at ITPs in 2005 went to Māori not Pasifika or 18-19.
As is the case with provision this is an aggregate of all universities and ITPs. It does not reflect individual performance or variation and is not linked to TEC EPIs. WE will be examining individual ITPs and universities in our published achievement report. Despite high provision at universities e-learning (adjusted for course level) has lower achievement than traditional delivery 83.1% vs. 81.2%, ITPs 64.1% vs. 57.3%. But reflecting the provision pattern the gap is larger for ITPs and they have much lower levels than universities again most likely because their core provision is in certificates so they have less capability and infrastructure than universities to support student achievement.
Higher achievement rate at universities and minimal difference between delivery modes. But at ITPs Web-Enhanced noticeably higher and Web-Based lower. Universities Web-Supported 81.9%, Web-Enhanced 81.7%, Web-Based 79.5%. ITPs Web-Supported 61.7%, Web-Enhanced 64.9%, Web-Based 53.4%
Pasifika and 18-19 year olds showed high participation in e-learning at degree level but have lower achievement (adjusted for course level) than traditional delivery. But Māori who are comparable to Pasifika in traditional delivery have much lower e-learning achievement. Both Māori and Pasifika much lower than 18-19 year olds. 18-19 75% vs. 72.8%. For Pasifika this is gap is much larger 57.6% vs. 51.4% but larger still for Māori 57.4% vs. 48.1%
18-19 have highest achievement in all categories and minimal difference between delivery modes (slightly lower for Web-Based). Māori higher achievement than Pasifika. Pasifika noticeably higher for Web-Enhanced and lower for Web-Based. Māori also noticeably higher for Web-Enhanced but minimal difference between Web-Supported and Web-Based. Pasifika Web-Supported 56.3%, Web-Enhanced 61.1%, Web-Based 50.5%, Māori Web-Supported, 57.4%, Web-Enhanced 62.8%, Web-Based 56.4%, 18-19 Web-Supported 79%, Web-Enhanced 79.8%, Web-Based 77.2%
Broad educational understandings are the importance of teachers, institutions and students. For teacher practice and pedagogy the major finding is the importance of appropriate, timely, frequent and where possible personalised interactions. Institutions not only pastoral support but Reliable user-friendly systems, and technical support. Students (particularly in e-learning environments that are learner centred) need motivation, independence and self-directed. But self-efficacy also important. Capabilities include ICT, digital literacy. Prior experience an advantage. Major e-learning affordances are: increased flexibility, (study anywhere, anytime at a pace of learner’s choosing), equalising access to study, teachers, resources and different authentic experiences e.g. simulations. Because Web-Based is often intertwined with distance in the literature hard to separate effects. But blended learning is growing in popularity and generally has higher achievement and this is supported by our research above.