Implementing analytics - Rob Wyn Jones, Shri Footring and Rebecca DaviesJisc
Led by Rob Wyn Jones, consultant and Shri Footring, senior co-design manager - enterprise, both Jisc.
With contribution from Rebecca Davies, pro vice-chancellor and chief operating officer, Aberystwyth University.
Connect more in Wales, 7 July 2016
Results from Digital Curation Centre's 2015 survey of UK universities and Higher Education Institutions on development of RDM (research data management) support services
Implementing analytics - Rob Wyn Jones, Shri Footring and Rebecca DaviesJisc
Led by Rob Wyn Jones, consultant and Shri Footring, senior co-design manager - enterprise, both Jisc.
With contribution from Rebecca Davies, pro vice-chancellor and chief operating officer, Aberystwyth University.
Connect more in Wales, 7 July 2016
Results from Digital Curation Centre's 2015 survey of UK universities and Higher Education Institutions on development of RDM (research data management) support services
Opening/Framing Comments: John Behrens, Vice President, Center for Digital Data, Analytics, & Adaptive Learning Pearson
Discussion of how the field of educational measurement is changing; how long held assumptions may no longer be taken for granted and that new terminology and language are coming into the.
Panel 1: Beyond the Construct: New Forms of Measurement
This panel presents new views of what assessment can be and new species of big data that push our understanding for what can be used in evidentiary arguments.
Marcia Linn, Lydia Liu from UC Berkeley and ETS discuss continuous assessment of science and new kinds of constructs that relate to collaboration and student reasoning.
John Byrnes from SRI International discusses text and other semi-structured data sources and different methods of analysis.
Kristin Dicerbo from Pearson discusses hidden assessments and the different student interactions and events that can be used in inferential processes.
Panel 2: The Test is Just the Beginning: Assessments Meet Systems Context
This panel looks at how assessments are not the end game, but often the first step in larger big-data practices at districts/state/national levels.
Gerald Tindal from the University of Oregon discusses State data systems and special education, including curriculum-based measurement across geographic settings.
Jack Buckley Commissioner of the National Center for Educational Statistics discussing national datasets where tests and other data connect.
Lindsay Page, Will Marinell from the Strategic Data Project at Harvard discussing state and district datasets used for evaluating teachers, colleges of education, and student progress.
Panel 3: Connecting the Dots: Research Agendas to Integrate Different Worlds
This panel will look at how research organizations are viewing the connections between the perspectives presented in Panels 1 and 2; what is known, what is still yet to be discovered in order to achieve the promised of big connected data in education.
Andrea Conklin Bueschel Program Director at the Spencer Foundation
Ed Dieterle Senior Program Officer at the Bill and Melinda Gates Foundation
Edith Gummer Program Manager at National Science Foundation
Summary of EdTech Symposium EdTech Decision Making in Higher Ed for eLearnDr. Kristin Palmer
This presentation is a summary of the working group findings and reports from the EdTech Efficacy Research Academic Symposium in May 2017, presented at eLearn in October 2017.
Presented at: Higher Education Academy’s Strategic Excellence Initiative for Vice Chancellors or Principals- Celebrating and Sharing the Work, London, Grand Connaught Rooms 26 May.
Evaluating the value of research-by-consortium: Science of Team ScienceMark David Lim
The model of biomedical research-by-consortium has gained traction internationally. But many are faced with challenges on demonstrating the value that they provide to their various stakeholders. This presentation was made at the 2014 Science of Team Science conference and more open-access material can be found at a recent Science Translational Medicine article http://bit.ly/STMConsortia
AEA Presentation - Zurich Alliance for Community Flood Resilience sgchaplowe
Presentation at the American Evaluation Association conference, Chicago 2015, on the Zurich Alliance for Community Flood Resilience, a partnership between the Zurich Insurance Group, the International Institute for Applied Systems Analysis (IIASA), the Wharton Business School’s Risk Management and Decision Processes Center, the International Federation of Red Cross and Red Crescent Societies (IFRC), and the NGO Practical Action. Highlights key lessons for the development of a flood resilience measurement standard to measure and assess the impact of community based flood resilience interventions, demonstrating the benefits of pre-event risk reduction.
Can Intra-Organizational Wikis Facilitate Knowledge Transfer and Learning? An...Alexander Stocker
We describe concept and implementation of a wiki-based application facilitating knowledge transfer and learning within the enterprise. Building on two interviews with managerial experts responsible for the roll-out and an online survey of 59 non-executive employees targeted by this new solution, we present the results of our evaluation. Our contribution was highly motivated from the continuing discussion on the potential and pitfalls of Web 2.0 technologies and applications underlying technology enhanced learning and the lack of empirical studies in contrast.
Herding Cats: User Research Techniques for Standardizing an Organic IntranetGianna Pfister-LaPin
ORIGINALLY PRESENTED AT UPA 2011 in Atlanda, GA --- A well-designed intranet can provide tremendous value to a company by reducing employee time and effort spent on generating, integrating, managing and retrieving knowledge. We'll cover user research techniques for developing standards needed to "prune" an organic intranet without robbing it of its unique strengths, and provide suggestions on how to handle external obstacles such as lack of management awareness, access to subject matter experts, and recruiting skilled team members.
Lightning Reports on 2015 CASRAI Standards WorkCASRAI
Get an overview of all CASRAI standards projects from the past year delivered by the project leads. Includes Project CRediT, Peer Review Citations, Snowball Metrics, Data Management Plans, Open Access Reporting and Organizational ID standards.
Opening/Framing Comments: John Behrens, Vice President, Center for Digital Data, Analytics, & Adaptive Learning Pearson
Discussion of how the field of educational measurement is changing; how long held assumptions may no longer be taken for granted and that new terminology and language are coming into the.
Panel 1: Beyond the Construct: New Forms of Measurement
This panel presents new views of what assessment can be and new species of big data that push our understanding for what can be used in evidentiary arguments.
Marcia Linn, Lydia Liu from UC Berkeley and ETS discuss continuous assessment of science and new kinds of constructs that relate to collaboration and student reasoning.
John Byrnes from SRI International discusses text and other semi-structured data sources and different methods of analysis.
Kristin Dicerbo from Pearson discusses hidden assessments and the different student interactions and events that can be used in inferential processes.
Panel 2: The Test is Just the Beginning: Assessments Meet Systems Context
This panel looks at how assessments are not the end game, but often the first step in larger big-data practices at districts/state/national levels.
Gerald Tindal from the University of Oregon discusses State data systems and special education, including curriculum-based measurement across geographic settings.
Jack Buckley Commissioner of the National Center for Educational Statistics discussing national datasets where tests and other data connect.
Lindsay Page, Will Marinell from the Strategic Data Project at Harvard discussing state and district datasets used for evaluating teachers, colleges of education, and student progress.
Panel 3: Connecting the Dots: Research Agendas to Integrate Different Worlds
This panel will look at how research organizations are viewing the connections between the perspectives presented in Panels 1 and 2; what is known, what is still yet to be discovered in order to achieve the promised of big connected data in education.
Andrea Conklin Bueschel Program Director at the Spencer Foundation
Ed Dieterle Senior Program Officer at the Bill and Melinda Gates Foundation
Edith Gummer Program Manager at National Science Foundation
Summary of EdTech Symposium EdTech Decision Making in Higher Ed for eLearnDr. Kristin Palmer
This presentation is a summary of the working group findings and reports from the EdTech Efficacy Research Academic Symposium in May 2017, presented at eLearn in October 2017.
Presented at: Higher Education Academy’s Strategic Excellence Initiative for Vice Chancellors or Principals- Celebrating and Sharing the Work, London, Grand Connaught Rooms 26 May.
Evaluating the value of research-by-consortium: Science of Team ScienceMark David Lim
The model of biomedical research-by-consortium has gained traction internationally. But many are faced with challenges on demonstrating the value that they provide to their various stakeholders. This presentation was made at the 2014 Science of Team Science conference and more open-access material can be found at a recent Science Translational Medicine article http://bit.ly/STMConsortia
AEA Presentation - Zurich Alliance for Community Flood Resilience sgchaplowe
Presentation at the American Evaluation Association conference, Chicago 2015, on the Zurich Alliance for Community Flood Resilience, a partnership between the Zurich Insurance Group, the International Institute for Applied Systems Analysis (IIASA), the Wharton Business School’s Risk Management and Decision Processes Center, the International Federation of Red Cross and Red Crescent Societies (IFRC), and the NGO Practical Action. Highlights key lessons for the development of a flood resilience measurement standard to measure and assess the impact of community based flood resilience interventions, demonstrating the benefits of pre-event risk reduction.
Can Intra-Organizational Wikis Facilitate Knowledge Transfer and Learning? An...Alexander Stocker
We describe concept and implementation of a wiki-based application facilitating knowledge transfer and learning within the enterprise. Building on two interviews with managerial experts responsible for the roll-out and an online survey of 59 non-executive employees targeted by this new solution, we present the results of our evaluation. Our contribution was highly motivated from the continuing discussion on the potential and pitfalls of Web 2.0 technologies and applications underlying technology enhanced learning and the lack of empirical studies in contrast.
Herding Cats: User Research Techniques for Standardizing an Organic IntranetGianna Pfister-LaPin
ORIGINALLY PRESENTED AT UPA 2011 in Atlanda, GA --- A well-designed intranet can provide tremendous value to a company by reducing employee time and effort spent on generating, integrating, managing and retrieving knowledge. We'll cover user research techniques for developing standards needed to "prune" an organic intranet without robbing it of its unique strengths, and provide suggestions on how to handle external obstacles such as lack of management awareness, access to subject matter experts, and recruiting skilled team members.
Lightning Reports on 2015 CASRAI Standards WorkCASRAI
Get an overview of all CASRAI standards projects from the past year delivered by the project leads. Includes Project CRediT, Peer Review Citations, Snowball Metrics, Data Management Plans, Open Access Reporting and Organizational ID standards.
SGCI - Science Gateways - Technology-Enhanced Research Under Consideration of...Sandra Gesing
Science gateways - also called virtual research environments or virtual labs - allow science and engineering communities to access shared data, software, computing services, instruments, and other resources specific to their disciplines and use them also in teaching environments. In the last decade mature complete science gateway frameworks have evolved such as HUBzero and Galaxy as well as Agave and Apache Airavata. Successful implementations have been adapted for several science gateways, for example, the technologies behind the science gateways CIPRES, which is used by over 20.000 users to date and serves the community in the area of large phylogenetic trees. Lessons learned from the last decade include that approaches should be technology agnostic, use standard web technologies or deliver a complete solution. Independent of the technology, the major driver for science gateways are the user communities and user engagement is key for successful science gateways. The US Science Gateways Community Institute (SGCI), opened in August 2016, provides free resources, services, experts, and ideas for creating and sustaining science gateways. It offers five areas of services to the science gateway developer and user communities: the Incubator, Extended Developer Support, the Scientific Software Collaborative, Community Engagement and Exchange, and Workforce Development. The talk will give an introduction to science gateways, examples for science gateways and an overview on the services offered by the SGCI to serve user communities and developers for creating successful science gateways.
Two major federal plans have far reaching implications for the provision and use of assistive technology in learning and independent living. The National Education Technology Plan (NETP) examines how technology is and could be used to support teaching and learning, assessment, productivity, and infrastructure. The FCC’s Broadband Plan recognizes the importance of affordable broadband and accessible media in general for people with disabilities. Both carry implications and areas of synergy for assistive technology development, promotion, and adoption. This session addresses how the assistive technology community can build upon these two initiatives by exploring their implications for assistive technology and discussing how to leverage plans in development and utilization work throughout the field.
SGCI - The Science Gateways Community Institute: International Collaboration ...Sandra Gesing
Science gateways - also called virtual research environments or virtual labs - allow science and engineering communities to access shared data, software, computing services, instruments, and other resources specific to their disciplines. The US Science Gateways Community Institute (SGCI), opened in August 2016, provides free resources, services, experts, and ideas for creating and sustaining science gateways. It offers five areas of services to the science gateway developer and user communities: the Incubator, Extended Developer Support, the Scientific Software Collaborative, Community Engagement and Exchange, and Workforce Development. While all these services are available to US-based communities, the Incubator, the Scientific Software Collaborative and the Community Engagement and Exchange serve also the international communities. SGCI aims at supporting beyond borders on international scale with diverse measures and to form and deepen collaborations with partner organizations and coalitions beneficial and/or related to the science gateways community. Research topics are independent of national borders and researchers spread worldwide can benefit from each other’s research results, software, data and from lessons learned — via online materials and publications or at international events. The gateway community has benefitted from this type of exchange for years and one mission of SGCI is to support the international community. This talk will present related work describing the benefits of international collaborations generally, and specifically as they relate to science gateways. It will go into detail regarding SGCI’s ongoing work on an international scale and SGCI's work planned in the near future to foster collaborations under consideration of challenges such as different timezones and long distances between collaborators.
The International Network for Simulation-based Pediatric Innovation, Research, and Education is a rapidly growing, open research network designed to connect and mentor experts and novices across the world in answering important questions on pediatric care through the use of simulation.
HP Software Performance Tour 2014 - Velocity and quality in the age of the cu...HP Enterprise Italia
During the HP Software Performance Tour 2014 Riccardo Sanna, HP ADM Practice Manager, explained the importance of continuous delivery to ensure better business performance.
Data and Perception: How American Cancer Society Uses Surveys to Increase Eng...TechSoup
American Cancer Society (ACS) runs one of the largest longitudinal studies of behavioral data for cancer prevention. Recently, ACS embarked on a journey to better connect and build a community around the study's participants with the aim of increasing engagement and better delivering information to them. In this webinar, we will discuss how nonprofits can
- Create a research-focused community
- Communicate effectively with their participants about upcoming surveys
- Develop best practices around messaging and program development
The webinar will show how ACS uses surveys as a mechanism to collect data, understand the audience, and make data-driven decisions.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
23. Future directions All of this technology stuff is nice, but why does it matter to us?
24.
Editor's Notes
Often an initiative is mutually beneficial for multiple units - it is a way of solving a mutual problem with a strong motivation to make it work. Partners typically have the same goals, but a different vision of how to get there. 30+ year history of audio recording, then videotaping class sessions for record-keeping: Increasingly labor intensive and expensive, impossible to meet demand for recording of classes Library Media Center equipment obsolete and patched together with “good intentions” Video recording equipment (VHS) no longer manufactured and new recording equipment formats non-compatible with Library’s equipment.
No funding for a new initiative Limited Permanent staffing to support the initiative Instructors’ concerns (absentee-ism, no time to learn new technology) Very Short Timeline from inception to production (3 weeks) Concern about sustainability and scalability
One Classroom Before Installing Equipment Look close we will have a prize for the person who can point out the differences in the After picture.
Pod-casting Implies a specific type of MP3 device RSS (subscription) makes it “casting” Course-casting is a Web 2.0 technology UW does both
Our approach is to: equip rooms, not people participation is voluntary we make it EASY for the instructor, students and support staff Get buy-in from faculty leadership groups: Faculty Senate Technology Advisory Committees
This is what an automated audio system looks like. It is: Integrated into PA system. Automatically records and posts after class. The advantages of this systems are that it : a lways shows up is automatic, integrated, and scalable
This is what the classroom portal looks like.
This is our process.
Same Room After Installing Equipment Prize for anyone who can identify the difference.
Online survey only to students enrolled in courses using podcasting. Open-ended questions on strengths and weaknesses of this technology, other online resources students used, and a question about the future of podcasting at the UW. Anonymous and no incentive to participate. 36 courses participated over 3 quarters, we survey students in 27 of those courses. Due to the small response rate we do not claim our results are representative or conclusive, rather these provide a starting point.
Although the majority of student respondents listened to entire podcast recordings, 28% reported that they fast-forwarded to particular portions, rather than listening to an entire recording. Slightly over half of student respondents listened to portions of the recordings multiple times. The data suggest that there were numerous ways student interacted with the podcast recordings, rather than one typical listening pattern.
The majority of student respondents reported owning an iPod or other MP3 player. Despite the prevalence of MP3 players, the preferred means of listening for a strong majority of students—87%—reported listening to course podcasts on a computer, rather than an MP3 player. This pattern indicates that despite news coverage of students listening to Oceanography lectures “in the gym,” mobility did not appear to be the driving factor behind most students’ use of course podcasts.
“When I missed class, I put the PowerPoints and the podcast together and I caught up very quickly.” We asked students if they accessed the online resources while listening to the course podcasts. 74% indicated that they used the lecture notes while listening to the podcasts. 87% reported using the online PowerPoint slides while listening to the podcast recordings. These patterns suggest that students found the course podcasts more useful in tandem with other materials than as a stand-alone resource.
Instructors attributed their decision to start using podcasting to a desire to aid their students and an interest in the new technology. According to one instructor, “With such a large class, I wanted to support as many students as possible in their various needs/ lives/ circumstances. Many students will have reasons that they will miss class and I don’t want their learning to suffer because of it.” Both instructors and students found the course podcasts easy to use. Instructors particularly appreciated the “zero configuration” of the tool. When asked to identify the strengths of podcasting, instructors most frequently mentioned the opportunity it provided for students to access lecture content, either to clarify difficult concepts or to catch up if they missed class. According to one instructor, “The greatest strength is to allow students to learn even if they have to miss class.” Students agreed with instructors. In an open-ended question that asked students to identify the strengths of podcasting, over 40% of respondents listed its ability to help them catch up if they missed a class. One student remarked, “I became very sick this quarter, and the podcasts greatly helped me catch up on what I missed in class.” The next most common strength of podcasting identified by students was its usefulness in clarifying concepts discussed in class. According to one student, “It really is a great thing to be able to listen again to class lectures. I’ve been able to gain such a better understanding of the material using them.” Students also reported using podcasts to prepare for homework and exams and to fill in gaps in their notes. One student wrote, “It allowed me to be more engaged during the lecture and not just furiously taking notes. If I missed something I wanted to include in my notes I could go back to the podcast and fill in what I missed.”
For weaknesses of podcasting, the most common item listed by students was the fact that podcasts do not easily capture visual materials or class discussion. Over 36% of student respondents commented on this issue. According to one student, “sometimes it is difficult to follow the visual aides associated with the lecture.” Figure 6 shows the level of student agreement with statements about the connection between the content of the recordings and other classroom activities. While over half of students reported being able to follow student discussion and connect lecture contents with visual aids, the percentages for these items are significantly lower than they were for questions about ease of use (as shown in Figure 5). Other weaknesses mentioned by students included minor technical problems (generally related to sound quality) and difficulty searching for specific information within a recording. The most common weakness mentioned my instructors was concern that podcasting led to higher rates of student absenteeism. Students shared this concern. According to one student, “some students take advantage of the podcasting and use it as an excuse to skip class.” On the student survey, we asked participants about the impact that podcasting had on their attendance. Figure 7 shows their response.
16%, a smaller but statistically significant group ( p < .001), indicated that availability of this technology made them less likely to attend class. These numbers suggest that for the majority of students, podcasting does not negatively impact attendance. However, the small response rate for our survey does not allow us to determine whether or not these numbers are representative. Several instructors reported observing a drop in attendance in courses with podcasting. When asked whether or not the availability of podcasting had an impact on student attendance, seven instructors indicated that the presence of podcasts made students less likely to attend class, four indicated that it had no effect on student attendance, and no instructors claimed that podcasting made students more likely to attend class. However, not all instructors saw a possible decline in student attendance as a problem. According to one instructor, “The MP3 recordings encourage slackers to cut class. However, giving such students an opportunity to cut is not entirely a bad thing for the rest of the class. Sometimes only 50% of my students were in attendance—far lower than without podcasts—but those who were there were truly present.” Obviously, more research is necessary to understand the correlation between podcasting and student attendance. In our evaluation none of the instructors indicated that they were likely to stop teaching with podcasting because of attendance concerns.
We asked students and instructors what type of classes, if any, should incorporate podcasting. Student response to this question is shown in Figure 8. The data show a positive correlation between larger class sizes and student desire for podcasting. Instructor results were similar. Additionally, we asked instructors whether or not they would be interested in using podcasting in future classes. All indicated that they would be interested in using podcasting in the future. These patterns indicate that among evaluation participants, both students and instructors, podcasting was perceived to be a valuable tool for large-lecture courses.
History Decentralized ownership structure resulting in competition for scarce resources Limited understanding of ongoing needs and costs of technology at the highest administrative levels Funding that was available was ad hoc ATAC Faculty and staff advisory group to the Provost on institution-wide technology issues/impacts Advocate for faculty instructional needs Identified by support departments as a key Course-casting stakeholder and potential champion for funding Consistent advocate of collaborative/cross-department & coordinated approach Pod squad August 2005: Staff formed an ad hoc team to investigate using emerging technologies at the UW September 2005: CSS presented (unit specific) budget request to ATAC October 2005: CSS presented first inclusive budget request to ATAC, included needs for: CSS (General Campus) UW Libraries Health Sciences Learning & Scholarly Technologies
Appeared before the Committee 3-5 Times Final Allocation of $1,000,000 Able to plan on a long-term basis for the first time Shift in thinking from “unit” to “Campus” needs Stronger voice with multi-unit impact PLUS, strong endorsement for permanent funding for support of educational technology needs from ATAC to the Provost
Automated Audio Model For Video Screen Capture Flash Player Interface
Learning does not only happen in the classroom, but what does happen in that classroom often drives what happens outside. You can’t ignore one for the other. To extend the academic day, or the academic experience is a high priority for our mobile, untethered net generation. The challenge for campuses is to bring together the right partners for the optimization of services to enhance this continual process of learning.