“A Virtual Tour of Innovative Student Services” Presented at the annual conference of the WICHE Cooperative for Educational Technologies,
November 12, 2010, La Jolla, California
HBCUs and Online Education: The Center for Excellence in Distance Learning at...Lumen Learning
Are you struggling, like many HBCUs, to develop effective and affordable online education programs? The Center for Excellence in Distance Learning at Wiley College offers a new forum for collaboration, sharing and innovation between HBCUs designed to build capacity in distance learning.
This presentation features Dr. Kim Long of Wiley College sharing their progress building online programs and strengthening students’ success using open educational resources (OER). Dean Hyacinth Burton of Oakwood College and Dr. William Hopper of Florida Memorial University share their experiences working through the Center as a collaborative, affordable and productive path for achieving their institutions’ respective goals for online education. Kim Thanos discusses the innovative partnership between the Center for Excellence and Lumen Learning to provide faculty training, professional development, collaboration and ongoing support for the development of high quality courses using OER.
This document discusses a study on learners' experiences in a MOOC on Applied Educational Innovation. The MOOC had over 6,000 enrolled learners but completion rates were low initially. To address this, the study implemented a methodological approach focused on adaptivity, collaborative work, and informal learning activities. Based on a questionnaire of over 1,000 participants who finished, the MOOC achieved a high completion rate of 46.4%. However, participants called for improvements in managing generated knowledge and providing more assessment methods with feedback. The study concludes that while a methodological framework is useful, addressing all MOOC problems requires going beyond this and that debates around MOOCs can help improve online learning models.
Copy of Course Design for Non-Designersmiketeaching
The document provides guidelines for designing effective online courses, including:
1) Ensuring student engagement by defining learning objects and adopting strategies to gain student attention. Teacher presence is also important through interaction, feedback, and encouragement.
2) Considering practical suggestions such as using graphics, animations and interactive elements while avoiding excessive text. Discussions and activities should be motivating, engaging, and purposeful.
3) Ensuring quality by following standards and rubrics from organizations like Sloan-C and Quality Matters which address elements like learning effectiveness, accessibility, and faculty/student satisfaction. Resources for online course design are also referenced.
Enabling and enhancing student learning and support through technologyJisc
A presentation from Connect More 2020 by Peter Francis, deputy vice-chancellor, Northumbria University.
In recent months universities have rapidly implemented significant and often unplanned changes to the ways in which education is delivered. In large part, the nature of such changes will be temporary, although the significance of such changes may be longer lasting.
But this has also allowed universities to explore opportunities that otherwise may not have been considered. One can foresee that many universities will need to focus more time and energy on their approach to technology for student learning, and as a result their digital leadership. Yet technology on its own is not the solution; it is an enabler.
In this session Peter will reflect briefly on his own institution's journey towards technology-enhanced learning and support, one that encompasses a broad array of technological developments, and involved many colleagues and students, the aim of which is the delivery of a high-quality and inclusive student experience for all.
Student digital capabilities: institutional strategy before, during and after...Jisc
The document discusses the University of Nottingham's strategy for developing students' digital capabilities before, during, and after the COVID-19 pandemic. It outlines the institutional context and governance structure, recommendations from a secondment on digital literacy, and the transition to emergency remote teaching in March 2020 using various online tools. Going forward, the strategy involves moving from emergency remote teaching to a blended model combining online and face-to-face learning, with a focus on pedagogy, student experience, and engagement. A steering group will reassess recommendations and adjust the approach to ensure students develop the digital skills needed for the workplace.
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 proposal outlines a fully online Educational Leadership program at the University of South Florida that incorporates technological advancements. The program aims to address the need for well-prepared educational leaders through its flexible online format. It would consist of 9 courses covering topics like curriculum, management, and finance. Courses would use an asynchronous format and the Canvas platform. Students would receive support through advising, technology help, and library services.
“A Virtual Tour of Innovative Student Services” Presented at the annual conference of the WICHE Cooperative for Educational Technologies,
November 12, 2010, La Jolla, California
HBCUs and Online Education: The Center for Excellence in Distance Learning at...Lumen Learning
Are you struggling, like many HBCUs, to develop effective and affordable online education programs? The Center for Excellence in Distance Learning at Wiley College offers a new forum for collaboration, sharing and innovation between HBCUs designed to build capacity in distance learning.
This presentation features Dr. Kim Long of Wiley College sharing their progress building online programs and strengthening students’ success using open educational resources (OER). Dean Hyacinth Burton of Oakwood College and Dr. William Hopper of Florida Memorial University share their experiences working through the Center as a collaborative, affordable and productive path for achieving their institutions’ respective goals for online education. Kim Thanos discusses the innovative partnership between the Center for Excellence and Lumen Learning to provide faculty training, professional development, collaboration and ongoing support for the development of high quality courses using OER.
This document discusses a study on learners' experiences in a MOOC on Applied Educational Innovation. The MOOC had over 6,000 enrolled learners but completion rates were low initially. To address this, the study implemented a methodological approach focused on adaptivity, collaborative work, and informal learning activities. Based on a questionnaire of over 1,000 participants who finished, the MOOC achieved a high completion rate of 46.4%. However, participants called for improvements in managing generated knowledge and providing more assessment methods with feedback. The study concludes that while a methodological framework is useful, addressing all MOOC problems requires going beyond this and that debates around MOOCs can help improve online learning models.
Copy of Course Design for Non-Designersmiketeaching
The document provides guidelines for designing effective online courses, including:
1) Ensuring student engagement by defining learning objects and adopting strategies to gain student attention. Teacher presence is also important through interaction, feedback, and encouragement.
2) Considering practical suggestions such as using graphics, animations and interactive elements while avoiding excessive text. Discussions and activities should be motivating, engaging, and purposeful.
3) Ensuring quality by following standards and rubrics from organizations like Sloan-C and Quality Matters which address elements like learning effectiveness, accessibility, and faculty/student satisfaction. Resources for online course design are also referenced.
Enabling and enhancing student learning and support through technologyJisc
A presentation from Connect More 2020 by Peter Francis, deputy vice-chancellor, Northumbria University.
In recent months universities have rapidly implemented significant and often unplanned changes to the ways in which education is delivered. In large part, the nature of such changes will be temporary, although the significance of such changes may be longer lasting.
But this has also allowed universities to explore opportunities that otherwise may not have been considered. One can foresee that many universities will need to focus more time and energy on their approach to technology for student learning, and as a result their digital leadership. Yet technology on its own is not the solution; it is an enabler.
In this session Peter will reflect briefly on his own institution's journey towards technology-enhanced learning and support, one that encompasses a broad array of technological developments, and involved many colleagues and students, the aim of which is the delivery of a high-quality and inclusive student experience for all.
Student digital capabilities: institutional strategy before, during and after...Jisc
The document discusses the University of Nottingham's strategy for developing students' digital capabilities before, during, and after the COVID-19 pandemic. It outlines the institutional context and governance structure, recommendations from a secondment on digital literacy, and the transition to emergency remote teaching in March 2020 using various online tools. Going forward, the strategy involves moving from emergency remote teaching to a blended model combining online and face-to-face learning, with a focus on pedagogy, student experience, and engagement. A steering group will reassess recommendations and adjust the approach to ensure students develop the digital skills needed for the workplace.
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 proposal outlines a fully online Educational Leadership program at the University of South Florida that incorporates technological advancements. The program aims to address the need for well-prepared educational leaders through its flexible online format. It would consist of 9 courses covering topics like curriculum, management, and finance. Courses would use an asynchronous format and the Canvas platform. Students would receive support through advising, technology help, and library services.
Student transitions in higher educationJamesDunphy
An overview of student transitions in higher education, covering:
arrival into university
the quality of learning and teaching
effective student support
Also covers detail on how Robert Gordon University is taking forward its work on the Student Transitions Enhancement Theme.
The document discusses the benefits and challenges of using open educational resources according to Jian Zou of South Seattle College. The benefits include lowering costs for students, easy access to materials, not having to wait for financial aid to purchase materials. Additional benefits are reusing and revising others' teaching materials and allowing for peer review. The challenges mentioned are lack of technical support, less attractive packaging than commercial textbooks, difficulty funding updates, inability to restrict use of work, and time consuming searching for quality materials.
In this presentation, we report findings from on-going questionnaire/student-based primary research to shed light on hidden learning spaces and the key non-VLE factors identified, for example attendance. Our paper will be of interest and benefit to other institutions seeking to evaluate and optimise learning analytics to build a more holistic picture of student learning, thereby enhancing student outcomes.
Learning and teaching reimagined, a new dawn for higher education?Jisc
Learning and teaching reimagined is a sector-wide initiative that launched in June in response to the rapid move to online learning and teaching. This webinar will mark the launch of the initiative’s flagship report which brings together the last five months of research and engagement with leaders from universities across the UK and partner sector bodies.
An Analysis on Adult Learners’ Satisfaction in Online Education ProgrammesHuey Zher Ng
These slides are my presentation slide for the conference
i-CITE2018 (INTERNATIONAL CONFERENCE ON CREATIVE AND INNOVATIVE TECHNOLOGY IN EDUCATION) 2018
Date: 24-25 JULY 2018
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.
Changing current practice to meet the needs of learners and societyJisc
A presentation from Connect More by Dale Clancy, independent learning specialist, Borders College.
Pre-COVID alterations to the way that the electrical apprenticeship has been delivered, in a remote wide reaching area, has brought around positives in student engagement, skills and achievement during the current crisis.
Teaching and learning has had to be adapted across the world, but in most cases assessment has not or has been less flexible. Is there a case now to alter the way learners are assessed now more than ever?
This session briefly highlights the tools used to engage learners, skills they have developed, and obstacles in assessment which could be adopted to suit modern learners and society in both theory and practical environments.
Presentation at the eMOOC 14 European Stakeholder Summit on MOOCs 2014. The Policy track on accreditation policy, certification and quality assurance. Lausanne 10-12 February, 2014
The Corrieview Consultancy provides online tools to support assessment and feedback. They discuss assessment approaches like associative, constructivist, and social constructivist learning. They also discuss 12 principles of good assessment practice from David Nicol. The consultancy presents several online tools for assessment including audio capture tools, TurnitIn for originality checking and feedback, PeerWise for student-generated questions, and Campus Pack ePortfolio. They also discuss using social networking like Facebook and wikis for collaboration. The consultancy provides questions to evaluate assessment and feedback practices and includes case studies of different colleges using various tools.
Engaging Learners in the 21st Century presented at the Fifth TCU International e-Learning Conference 2014 on August 5 2014 at the Hotel Windsor Suites and Convention Center, Bangkok, Thailand
Students First 2020 - Embracing and effectively leveraging online student sup...Studiosity.com
This document summarizes Professor Philippa Levy's presentation on embracing and leveraging online student support at the University of Adelaide. The key points are:
1. The University of Adelaide has a diverse student population and aims to provide flexibility, quality, relevance, inclusion and employability in its education. It offers various on-campus academic support services and has embraced online support through Studiosity.
2. A 2019 pilot of Studiosity was successful and its services were rolled out university-wide. Engagement was higher among certain student groups. Students who used Studiosity generally had positive experiences and outcomes.
3. Moving forward, the university plans to continue expanding online and blended learning, informed by student feedback.
A presentation from Connect More by Carmen Tomas, associate director of educational excellence, University of Nottingham.
The University of Nottingham are adapting the university framework for programme design in the light of the COVID-19 emergency where they are forced to adapt to new social distancing measures for the upcoming academic year.
They are planning a series of workshops to help make the transition to hybrid modes of delivery but paying attention to coordination across modules. The session presents their model to support redesign and integrating delivery and assessment in order to deliver programme learning outcomes.
1. The document discusses a strategic approach to enhancing learning and teaching standards and delivering the Teaching Excellence Framework at higher education institutions.
2. It emphasizes that quality teaching is central to student experience and outlines principles of transformational learning through inspirational teaching.
3. A framework is presented for continuous quality enhancement through gathering information, analysis, identifying best practices, implementing initiatives, and monitoring their impact on student learning opportunities.
4. Issues of pedagogical innovation, blended learning as the new normal, and ensuring excellence while allowing for occasional innovation are also addressed.
A presentation from Connect More by David Perkins and Dr Cameron Gray from Bangor University.
Insights into activities we undertake as educators and students have the potential to enhance learning and reduce unintentional consequences for all. This project has developed a work pressure metric that can be used by both educator and learner. The focus is on the assessments for a given programme and work pressure that this generates. Additionally, included is behavioural characteristics, these have the potential to have significant impact upon the individual student journey.
Beyond the blend: practical approaches to designing fully online learningJisc
A presentation from Connect More 2020 by Kate Lindsay, head of digital education, University College of Estate Management.
The University College of Estate Management has been delivering remote teaching and learning for over a century. Their current programme of digital transformation puts their students learning experience at it heart with a focus on flexibility and embedding active online pedagogies. Based on experience and evidence from practice, this presentation will outline the changes and methods we have put in place to design online education, along with a set of resources to share with the sector.
Orientation to Grad Studies trends in teaching Power Point 2010 .hwrightHermetta Wright
The document discusses three trends impacting teaching and training: collaborative learning, technology-powered learning, and blended learning. Collaborative learning involves sharing information and connecting with others using social media and networks. Technology-powered learning utilizes interactive tools like Skype and Google Maps to engage students. Blended learning combines online and traditional classroom methods into a hybrid learning process. The trends are shown to increase student engagement, foster independent learning skills, and leverage flexible social platforms to provide alternatives to traditional classrooms.
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.
The Sloan Consortium (Sloan-C) offers a certificate program to help faculty improve the quality of their online courses. The program includes a foundation course on core online teaching skills and principles, followed by electives on topics like assessment, learning technologies, and online course design. Participants work with mentors and peers to develop and improve their own online courses. The program is intended to help faculty leverage their expertise to become effective online instructors and innovators in the field through applying research-based practices.
This presentation discusses open educational resources (OER) and their benefits. OER are teaching and learning materials that can be freely used and modified. The presenter argues that adopting OER through entire degree programs (replacing all required textbooks with OER) can significantly improve affordability for students, increase student success rates, reinvigorate teaching methods, and achieve these benefits at scale across many students and institutions. The presentation cites research showing positive impacts of OER adoption on student outcomes like course completion rates and credits earned. It encourages moving beyond just swapping textbooks to fully leveraging the capabilities of OER, such as creating renewable assignments that students find valuable.
Badging Open Content at The Open UniversityDr Patrina Law
The concept of badging (or ‘soft accreditation’) has been piloted in various forms in the Open University (OU) in 2013. This presentation shows what the University learnt from its pilot projects and how it is subsequently developing a suite of badges for informal and formal students.
The document summarizes the impact and evolution of OpenLearn, the Open University's open educational resource platform, over its first 10 years of operation. Some key points:
- OpenLearn has provided free learning materials to over 4 million learners globally and increased access to education.
- Through integration with formal OU modules, OpenLearn has helped boost student enrollment, progression rates, and confidence. It provides a way for learners to sample distance learning.
- Over time, OpenLearn has expanded its social learning tools and begun offering "badged open courses" that provide recognition for informal learning through digital badges. These initiatives have increased learner engagement and driven more learners to pursue formal qualifications.
- A redesign for
Student transitions in higher educationJamesDunphy
An overview of student transitions in higher education, covering:
arrival into university
the quality of learning and teaching
effective student support
Also covers detail on how Robert Gordon University is taking forward its work on the Student Transitions Enhancement Theme.
The document discusses the benefits and challenges of using open educational resources according to Jian Zou of South Seattle College. The benefits include lowering costs for students, easy access to materials, not having to wait for financial aid to purchase materials. Additional benefits are reusing and revising others' teaching materials and allowing for peer review. The challenges mentioned are lack of technical support, less attractive packaging than commercial textbooks, difficulty funding updates, inability to restrict use of work, and time consuming searching for quality materials.
In this presentation, we report findings from on-going questionnaire/student-based primary research to shed light on hidden learning spaces and the key non-VLE factors identified, for example attendance. Our paper will be of interest and benefit to other institutions seeking to evaluate and optimise learning analytics to build a more holistic picture of student learning, thereby enhancing student outcomes.
Learning and teaching reimagined, a new dawn for higher education?Jisc
Learning and teaching reimagined is a sector-wide initiative that launched in June in response to the rapid move to online learning and teaching. This webinar will mark the launch of the initiative’s flagship report which brings together the last five months of research and engagement with leaders from universities across the UK and partner sector bodies.
An Analysis on Adult Learners’ Satisfaction in Online Education ProgrammesHuey Zher Ng
These slides are my presentation slide for the conference
i-CITE2018 (INTERNATIONAL CONFERENCE ON CREATIVE AND INNOVATIVE TECHNOLOGY IN EDUCATION) 2018
Date: 24-25 JULY 2018
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.
Changing current practice to meet the needs of learners and societyJisc
A presentation from Connect More by Dale Clancy, independent learning specialist, Borders College.
Pre-COVID alterations to the way that the electrical apprenticeship has been delivered, in a remote wide reaching area, has brought around positives in student engagement, skills and achievement during the current crisis.
Teaching and learning has had to be adapted across the world, but in most cases assessment has not or has been less flexible. Is there a case now to alter the way learners are assessed now more than ever?
This session briefly highlights the tools used to engage learners, skills they have developed, and obstacles in assessment which could be adopted to suit modern learners and society in both theory and practical environments.
Presentation at the eMOOC 14 European Stakeholder Summit on MOOCs 2014. The Policy track on accreditation policy, certification and quality assurance. Lausanne 10-12 February, 2014
The Corrieview Consultancy provides online tools to support assessment and feedback. They discuss assessment approaches like associative, constructivist, and social constructivist learning. They also discuss 12 principles of good assessment practice from David Nicol. The consultancy presents several online tools for assessment including audio capture tools, TurnitIn for originality checking and feedback, PeerWise for student-generated questions, and Campus Pack ePortfolio. They also discuss using social networking like Facebook and wikis for collaboration. The consultancy provides questions to evaluate assessment and feedback practices and includes case studies of different colleges using various tools.
Engaging Learners in the 21st Century presented at the Fifth TCU International e-Learning Conference 2014 on August 5 2014 at the Hotel Windsor Suites and Convention Center, Bangkok, Thailand
Students First 2020 - Embracing and effectively leveraging online student sup...Studiosity.com
This document summarizes Professor Philippa Levy's presentation on embracing and leveraging online student support at the University of Adelaide. The key points are:
1. The University of Adelaide has a diverse student population and aims to provide flexibility, quality, relevance, inclusion and employability in its education. It offers various on-campus academic support services and has embraced online support through Studiosity.
2. A 2019 pilot of Studiosity was successful and its services were rolled out university-wide. Engagement was higher among certain student groups. Students who used Studiosity generally had positive experiences and outcomes.
3. Moving forward, the university plans to continue expanding online and blended learning, informed by student feedback.
A presentation from Connect More by Carmen Tomas, associate director of educational excellence, University of Nottingham.
The University of Nottingham are adapting the university framework for programme design in the light of the COVID-19 emergency where they are forced to adapt to new social distancing measures for the upcoming academic year.
They are planning a series of workshops to help make the transition to hybrid modes of delivery but paying attention to coordination across modules. The session presents their model to support redesign and integrating delivery and assessment in order to deliver programme learning outcomes.
1. The document discusses a strategic approach to enhancing learning and teaching standards and delivering the Teaching Excellence Framework at higher education institutions.
2. It emphasizes that quality teaching is central to student experience and outlines principles of transformational learning through inspirational teaching.
3. A framework is presented for continuous quality enhancement through gathering information, analysis, identifying best practices, implementing initiatives, and monitoring their impact on student learning opportunities.
4. Issues of pedagogical innovation, blended learning as the new normal, and ensuring excellence while allowing for occasional innovation are also addressed.
A presentation from Connect More by David Perkins and Dr Cameron Gray from Bangor University.
Insights into activities we undertake as educators and students have the potential to enhance learning and reduce unintentional consequences for all. This project has developed a work pressure metric that can be used by both educator and learner. The focus is on the assessments for a given programme and work pressure that this generates. Additionally, included is behavioural characteristics, these have the potential to have significant impact upon the individual student journey.
Beyond the blend: practical approaches to designing fully online learningJisc
A presentation from Connect More 2020 by Kate Lindsay, head of digital education, University College of Estate Management.
The University College of Estate Management has been delivering remote teaching and learning for over a century. Their current programme of digital transformation puts their students learning experience at it heart with a focus on flexibility and embedding active online pedagogies. Based on experience and evidence from practice, this presentation will outline the changes and methods we have put in place to design online education, along with a set of resources to share with the sector.
Orientation to Grad Studies trends in teaching Power Point 2010 .hwrightHermetta Wright
The document discusses three trends impacting teaching and training: collaborative learning, technology-powered learning, and blended learning. Collaborative learning involves sharing information and connecting with others using social media and networks. Technology-powered learning utilizes interactive tools like Skype and Google Maps to engage students. Blended learning combines online and traditional classroom methods into a hybrid learning process. The trends are shown to increase student engagement, foster independent learning skills, and leverage flexible social platforms to provide alternatives to traditional classrooms.
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.
The Sloan Consortium (Sloan-C) offers a certificate program to help faculty improve the quality of their online courses. The program includes a foundation course on core online teaching skills and principles, followed by electives on topics like assessment, learning technologies, and online course design. Participants work with mentors and peers to develop and improve their own online courses. The program is intended to help faculty leverage their expertise to become effective online instructors and innovators in the field through applying research-based practices.
This presentation discusses open educational resources (OER) and their benefits. OER are teaching and learning materials that can be freely used and modified. The presenter argues that adopting OER through entire degree programs (replacing all required textbooks with OER) can significantly improve affordability for students, increase student success rates, reinvigorate teaching methods, and achieve these benefits at scale across many students and institutions. The presentation cites research showing positive impacts of OER adoption on student outcomes like course completion rates and credits earned. It encourages moving beyond just swapping textbooks to fully leveraging the capabilities of OER, such as creating renewable assignments that students find valuable.
Badging Open Content at The Open UniversityDr Patrina Law
The concept of badging (or ‘soft accreditation’) has been piloted in various forms in the Open University (OU) in 2013. This presentation shows what the University learnt from its pilot projects and how it is subsequently developing a suite of badges for informal and formal students.
The document summarizes the impact and evolution of OpenLearn, the Open University's open educational resource platform, over its first 10 years of operation. Some key points:
- OpenLearn has provided free learning materials to over 4 million learners globally and increased access to education.
- Through integration with formal OU modules, OpenLearn has helped boost student enrollment, progression rates, and confidence. It provides a way for learners to sample distance learning.
- Over time, OpenLearn has expanded its social learning tools and begun offering "badged open courses" that provide recognition for informal learning through digital badges. These initiatives have increased learner engagement and driven more learners to pursue formal qualifications.
- A redesign for
Transformed teaching and learning increased as measured by classroom observations. Technology use rose 15% and higher levels of the SAMR model increased up to 10% while lower levels decreased. Higher-order thinking also increased as measured by DOK levels, with a 26% decrease in lower levels and increases up to 10% for higher levels. Opportunities for online and blended learning grew as teachers developed courses in various subjects for online and blended formats. Twenty-first century skills observance increased 35% as communication and collaboration rose. While growth was measured in all goal areas, further systemic change is needed as teacher-directed instruction and individual learning remain high according to surveys.
Digital Badging at The Open University EADTU'14Andrew Law
This document discusses the Open University's use of digital badges to recognize informal learning on their OpenLearn platform. It provides an overview of their research approach, including surveys of OpenLearn users. Key findings were that users were motivated by learning for its own sake and to improve skills and confidence. The OU piloted Badged Open Courses (BOCs) to provide recognition for informal learners and a pathway to formal study. Evaluation of the pilots found they reached more diverse learners than typical OpenLearn users. The OU aims to further develop their BOC curriculum and evaluate the long-term impacts of badges on learner performance and employment outcomes.
HE Blended Learning - Charles Darwin UniversityBlackboard APAC
This document discusses blended learning programs implemented at Centralian Senior College and Kormilda College in the Northern Territory of Australia. It aims to support secondary students so they complete Year 12 and transition to university, targeting low socioeconomic, indigenous, and remote/rural students. The programs provide students and teachers access to Charles Darwin University's online learning platform Learnline. Challenges in implementing blended learning included attendance issues, teacher time constraints, technology access, and measuring outcomes. Solutions involved online access to materials, paid teacher training/development time, laptop distributions, and surveys. The programs showed mixed results in addressing challenges and positively impacting student learning.
Digital badging at The Open University: identified informal learningDr Patrina Law
Awarding badges to recognise achievement is not a new development. Digital badging now offers new ways to recognise learning and motivate learners, providing evidence of skills and achievements in a variety of formal and informal settings. Badged Open Courses (BOCs) were piloted in various forms by the Open University (OU) in 2013 to provide a digital acknowledgement for learners’ participation in three entry-level, unsupported courses: Learning to Learn and Succeed with Maths Parts 1 and 2.
The desire to build on the OU’s badging pilots is informed by research (Perryman et al., 2013; Law et al., 2013) into the motivations and demographic profiles of learners using the free educational resources which The OU makes available through its OpenLearn platform. This research activity was repeated in 2014 and found that an increasing proportion of informal learners are keen to have their informal learning achievements recognised.
This presentation outlines how the evaluation of the 2013 pilots has informed the development of a suite of free employability and skills BOCs in 2014 that are assessed through the deployment of Moodle quizzes. It also discusses why the University sees the growth in free, ‘soft’ accreditation to be of strategic importance against a backdrop of MOOC providers issuing certification for fee. The BOC project, which aligns with the University’s Journeys from Informal to Formal Learning strategy, will help to provide accessible routes into the University for students who might not otherwise have the opportunity to participate and supports The OU Charter to promote the educational well-being of the community.
Slides from Lumen Learning webinar on April 18, 2013, featuring Dr. David Wiley and Kim Thanos discussing how to get started using open educational resources effectively.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
1) James Cook University implemented Blackboard Analytics for Learn to take a dual-pronged, data-driven approach to enhancing learning/teaching and the student experience.
2) Initial rollouts involved customizing dashboards and reports to provide insights for support officers, coordinators, and academics.
3) The analytics aim to inform subject redesign, evaluation, planning and monitoring to improve student engagement, retention and blended learning design.
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.
Coursera Impact Revealed: Learner Outcomes in Open Online CoursesCoursera
An inaugural study of career and educational outcomes for learners in open online courses conducted by researchers at Coursera, University of Pennsylvania, and University of Washington.
LEAP Online is an academic skills portal launched in 2017 by the University of Bolton library. Over the past year, it has awarded nearly 8,000 digital badges and received positive feedback from students and recognition with an award. It provides bite-sized learning modules, badged assessments, and flexible self-directed learning. Future plans include expanding the content and embedding new technologies.
This document summarizes a presentation about open educational resources (OER) given by Regina Gong at Michigan State University. It discusses:
1) An overview of OER, including definitions of open education, OER, and creative commons licenses.
2) Lansing Community College's OER initiative to reduce textbook costs, including growth in courses and faculty adopting OER since 2015 and resulting savings for students.
3) Research on the impact of OER on student outcomes like pass rates and retention, which has not found statistically significant differences compared to traditional materials.
4) Challenges of starting an OER initiative and strategies discussed to increase OER adoption, like faculty training and partnerships
The document summarizes key findings from Project Tomorrow's national research on blended learning outcomes. It discusses trends identified in the research including that learning is now a 24/7 endeavor for students and self-directed collaborative learning is preferred. A case study on Poudre School District Global Academy finds improved student achievement, growth, and teacher effectiveness with their blended model. Lawrence Public Schools' implementation focuses on student achievement, engagement, teacher effectiveness, and parental support.
Open Access Week: College of Du Page KeynoteUna Daly
Open Access Week keynote for In Service Day at College of DuPage in Glen Ellyn, Illinois. Choose Generation Open: Transforming Teaching and Learning with Open Educational Resources with Una Daly, Community College Director at the Open Education Consortium and Kate Hess, Faculty Librarian, at Kirkwood College, Iowa.
This document proposes a First Year Experience program for Northern Virginia Community College. It identifies key issues with student retention based on an institutional research report, including communication of information to students, retention of Hispanic and Black students, programs to assist students with work/family obligations, financial barriers, lack of academic practices to promote retention, and importance of academic/social involvement. The proposal outlines components of an effective FYE program, including learning communities, workshops on academic success strategies, and extracurricular activities. It discusses the importance of faculty support and involvement for student success. Funding is proposed to allocate a portion of student activity fees to the FYE program based on the number of first-year students.
This document discusses moving beyond open educational resources (OER) to broader open education strategies. It defines OER and reviews studies showing OER are of similar or better quality than traditional resources and have similar or better learning outcomes. The document advocates for integrating OER into ongoing course design rather than as a special project. It discusses open pedagogy, policy support for open education, and creating global change through alignment and planting seeds for an open future. The goal is to reconsider approaches to teaching and learning through open education.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
1. OpenLearn and students.
The impact of free courses from
the Open University
- a review of impact 2017
- activities for 2018
Patrina Law, Head of Free Learning, The Open University
Doug Cole, Head of Student Success, The Higher Education Academy
Patrina Law
@OUFreeLearning
6. Creating + hosting OER for others OpenLearn Create
6
OpenLearn
OpenLearn Create
Content
Creation
Manage
&
Transform
Distribution
&
Services
Content
Creation
Manage
&
Transform
Distribution
&
Services
A space where others can publish
open content, open courses with
badges and ebooks.
It has emerging tools for content
development collaboration, reuse
and remixing.
WWW.OPEN.EDU/
OPENLEARNCREATE
8. Student use of OpenLearn: 2015 study
OpenLearn provides OU students with the opportunity:
1. To improve confidence and re-assure they have the ability to study at HE level
2. To see what study at the OU is like before making a commitment
3. To help choose the right module through the provision of module excerpts
4. To use OpenLearn materials as additional resource for study
5. To provide references for key topic areas
X ~40% of students surveyed had heard of OpenLearn.
University study costs so much now so it’s a big risk, especially if like me you haven’t been to
university before.
I can definitely say that I wouldn’t have taken the rise of paying so much to do a degree if I
hadn’t been able to test the water through openlearn.
Gave me confidence to enrol on the module, otherwise it’s a lot of money for something I may
not be able to complete.
Provided the opportunity of exploring new modules before paying for them.
9. Students using OpenLearn were 5% more
likely to pass their module and progress
to their next, than those who had not used
OpenLearn.
Impact on students’ progress: 2015 study
10. A need for all modules to have
derivative content on OpenLearn.
Improve navigation.
Better signposting from OU
webpages and frontline staff.
More study skills courses.
Students would like recognition for
non-formal study.
Recommendations: 2015 study
12. Home 22%
Latest 1%
Free courses
46%
Subjects 9%
Skills for
work 3%
TV/Radio 1% Profile views 4%
Search 12%
Skills for
study 1%
Impact of improved navigation
13. Student use of OpenLearn: 2017 study
1. Certificates can be valuable to students who are using them for career enhancement.
Promotional activity by OMIL and Academic Services has raised awareness of OpenLearn: 60% of
students now report using OpenLearn.
1. Students want to have more materials earlier, options to study OU courses in between modules and
to prepare for studying.
2. Students increasingly using OpenLearn for module choice.
3. Students are increasingly feeling better prepared for study and more confident for using it.
4. Students value the opportunity to get a feel for online learning and time management via
OpenLearn.
Open learn should be offered, or at least introduced to students prior to starting their course. I
only became aware of free courses after enrolling on my first module.
I value the free certificates as they are from a reputable university and they are free of charge.
Being on an extremely tight personal budget this is very much appreciated.
This open learn course I'm undertaking at the moment will give me a better understanding of
the course I am undertaking in October this year.
14. Of all the students surveyed, who had
passed their module, 60% had used
OpenLearn. Of all the students surveyed
who progressed to their next module, 61%
had used OpenLearn.
Impact on students’ progress: 2017 study
16. 16
• Recognition of information learning on the OU Student
Record.
• Commissioning of OpenLearn courses to support
employability.
• Mapping of Employability Framework to OpenLearn courses:
Enhanced Employability and Career
Progression
Core skills & competencies Personal attributes & behaviours External awareness
Problem solving Initiative Business / sector awareness
Communication Self-mgt / resilience Global citizenship
Teamwork Self-awareness / confidence
Numeracy
Digital literacy
17. An increasing the demand for:
• Leadership and management skills
• Self-management / resilience
• Cultural awareness
• Team working
• Business and customer awareness
• Problem solving
• Communication skills
Employers’ requirements
Source: The CBI (2016) The Right Combination, CBI/Pearson Education and Skills Survey 2016
18.
19. • Uptake by OU students for top 18 employability
courses in 6 months = 13,000
• Badged Courses in particular are popular
with students
• These two courses have seen 5,500 enrolments
Mar-Oct 2017
20. Induction courses for new students
on OpenLearn. Piloting Feb – April
2018.
• Open Programme.
• Generic induction (undergrad).
• Postgraduate computing.
• Others to follow.
• Formal rollout to all Oct 2018 if
pilot successful.
More Students Qualifying
22. • Digital badging on the student record: integration of
informal and formal achievements
• Informal learning data integrated with student record for
use by front line staff
• Formal + informal achievements collated to show employers
• Induction for students on OpenLearn
• Challenges still with faculty engagement for module
excerpts
• Challenges to keep up with demand for externally-funded
projects
• Student Experience = better signposting and integration