This document discusses using blogging technology on college/university websites to communicate with prospective students. It notes that most prospective students use the internet to research colleges. The document outlines many factors that prospective students consider when selecting a college, including academics, campus life, reputation, and costs. It then discusses using student blogs on college websites to provide information on these topics from a student perspective in a format familiar to prospective students. Specific blog post topics that could be covered are listed. The goal is to determine if web content meets prospective student needs and identify best practices for presenting relevant information through this medium.
Career night blended learning 2016 print versionAnthony Picciano
This presentation entitled, The Online Education Landscape, was made as part of the CUNY Graduate Center Program in Urban Education Career Night Series. February 11, 2016.
Integrating moo cs into university practiceNic Fair
This document discusses integrating MOOCs into university practice for education and research purposes. It provides examples of MOOCs created at the University of Southampton covering topics such as digital marketing, social media, and learning in a networked age. Students participated in these MOOCs and provided feedback. The MOOCs helped provide blended learning opportunities for students and allowed researchers to gather large datasets to inform their work. The document argues that MOOCs should be designed from the start to address pedagogical and research goals to maximize their benefits for learners, educators, and researchers.
This document discusses the benefits of technology in schools and provides statistics on technology use among different student groups. It compares the costs of online courses to traditional instruction, finding online courses to be cheaper. It also lists several mobile learning tools like document cameras and handheld devices that can enable learning anywhere.
Shigeru Miyagawa talk at Dartmouth on OpenCourseWare 11/7/08Joshua Kim
OpenCourseWare at MIT (OCW) provides free access to nearly all of MIT's course materials online to benefit learners worldwide. Since its launch in 2002, OCW has expanded its course offerings from 50 to over 1,800 courses. It has received over 42 million visits globally, especially from North America, East Asia, and Europe. OCW materials are used by students, educators, self-learners and MIT alumni and have had a positive impact on teaching and learning at MIT.
ETNA: The Scottish FE Technology Survey - Use of Social Media and the VLEJisc Scotland
A brief overview of the Scottish FE Technology Survey (ETNA). The presentation focusses on the use of social media in the sector and includes an overview of VLE use. Delivered at the Scottish Blackboard User Group (Scot-BUG) meeting on 27th February 2014 at the University of Aberdeen.
This document discusses using blogging technology on college/university websites to communicate with prospective students. It notes that most prospective students use the internet to research colleges. The document outlines many factors that prospective students consider when selecting a college, including academics, campus life, reputation, and costs. It then discusses using student blogs on college websites to provide information on these topics from a student perspective in a format familiar to prospective students. Specific blog post topics that could be covered are listed. The goal is to determine if web content meets prospective student needs and identify best practices for presenting relevant information through this medium.
Career night blended learning 2016 print versionAnthony Picciano
This presentation entitled, The Online Education Landscape, was made as part of the CUNY Graduate Center Program in Urban Education Career Night Series. February 11, 2016.
Integrating moo cs into university practiceNic Fair
This document discusses integrating MOOCs into university practice for education and research purposes. It provides examples of MOOCs created at the University of Southampton covering topics such as digital marketing, social media, and learning in a networked age. Students participated in these MOOCs and provided feedback. The MOOCs helped provide blended learning opportunities for students and allowed researchers to gather large datasets to inform their work. The document argues that MOOCs should be designed from the start to address pedagogical and research goals to maximize their benefits for learners, educators, and researchers.
This document discusses the benefits of technology in schools and provides statistics on technology use among different student groups. It compares the costs of online courses to traditional instruction, finding online courses to be cheaper. It also lists several mobile learning tools like document cameras and handheld devices that can enable learning anywhere.
Shigeru Miyagawa talk at Dartmouth on OpenCourseWare 11/7/08Joshua Kim
OpenCourseWare at MIT (OCW) provides free access to nearly all of MIT's course materials online to benefit learners worldwide. Since its launch in 2002, OCW has expanded its course offerings from 50 to over 1,800 courses. It has received over 42 million visits globally, especially from North America, East Asia, and Europe. OCW materials are used by students, educators, self-learners and MIT alumni and have had a positive impact on teaching and learning at MIT.
ETNA: The Scottish FE Technology Survey - Use of Social Media and the VLEJisc Scotland
A brief overview of the Scottish FE Technology Survey (ETNA). The presentation focusses on the use of social media in the sector and includes an overview of VLE use. Delivered at the Scottish Blackboard User Group (Scot-BUG) meeting on 27th February 2014 at the University of Aberdeen.
International trends in learning analytics (SAHELA conference)Doug Clow
International trends in learning analytics was presented by Dr. Doug Clow of the Open University UK. The Open University has over 200,000 students, 5,000 tutors, and 1,000 academic staff. It analyzes over 1 billion views and 3 million transactions per day. Learning analytics is defined as measuring, collecting, analyzing, and reporting data about learners and contexts to understand and optimize learning. International activities in learning analytics include conferences, workshops, and publications. Trends from the 2014 Learning Analytics Summer Institute included a focus on privacy, ethics, readiness, technology, research issues, and new contexts like MOOCs.
This document provides a literature review and annotated bibliography of resources related to managing online learning operations. It covers cases, models, measures, and managing change in the following areas: business models for online education; institutional perspectives on different online learning modalities; reasons institutions pursue online learning and lessons learned from virtual universities; principles of sustainability and cost-effectiveness in online learning; student services, marketing, and quality measures for online programs; and guidelines for promoting change management within higher education institutions. The resources cover institutional strategies and best practices for planning, evaluating, and improving online learning programs and operations.
This document outlines the chapters of a thesis on internationalizing web-based distance education at the post-secondary level. Chapter 1 introduces the study and discusses the impetuses, statement of the problem, purpose, and research questions. Chapter 2 reviews the relevant literature. Chapter 3 describes the methodology used in the study. Chapter 4 presents the results of interviewing distance education administrators on barriers, strategies, and best practices. Chapter 5 provides a conclusion. The document discusses proposed edits to various chapters.
This module discusses strategies for learner engagement. It defines learner engagement and presents best practices for engaging learners, including using differentiated instruction to address different learning styles. The module also introduces a keynote speaker and provides references on engaging online learners through tools like synchronous chat, threaded discussions, and blogs.
Going beyond traditional e-learning methods to create a more collaborative le...Sean Dowling
Traditional e-learning methods are being replaced by more collaborative learning experiences that utilize new technologies and web-based tools. While technology adoption in education has increased, simply using new tools is not enough - pedagogical models must engage students on a deeper level. Educators are exploring constructivist and collaborative approaches like MOOCs, digital scholarship, badges, geo-learning, learning analytics, and seamless learning to develop 21st century skills and redefine learning through crowd sourcing and maker culture. Barriers to this change include teacher insecurity with new approaches and outdated curricula.
It's Not Rocket Science, or is It? Large Scale Quality Engineering in Distanc...Cinda Holsombach-Ebner
Conference presentation given at Sloan-C Conference in Orlando, November 11, 2011
Abstract:
ERAU-Worldwide presents its highly-centralized model of distance learning, delivering 200+ turnkey-style online courses, facilitated by 800+ instructors, to 36,000+ students across the globe. How do we ensure instructional quality is pervasive while innovating through emerging technologies and delivery mode diversification? What initiatives can smaller organizations take away and apply?
This document discusses using learning analytics to study student success in face-to-face instruction and MOOCs. It first compares the models of traditional instruction and MOOCs, noting both differences and similarities. It then proposes that learning analytics could uncover further variances and commonalities by analyzing data on student characteristics, activities, and performance. Several research questions are posed about predicting outcomes and the effects of course components. Factors influencing student achievement are reviewed for different datasets. The conclusion maintains that learning analytics can further the understanding of the overarching principles of student success that apply across models.
Factors & Strategies that impact online CC student persistence,Alexandra M. Pickett
SLN Campus Research Engagement Program http://wiki.sln.suny.edu/display/SLNED/Current+Research+Projects
Study of Online Student Persistence in SUNY
Research proposal problem statement:
SUNY's DOODLE group has conducted a multi-year study of student persistence, attrition, and success with online courses. Overall, the rates of attrition are similar among the DOODLE institutions as are success rates which is interesting in itself given the institutions are often quite different in size, number of courses offered online, and in demographic make-up. SUNY and its DE faculty often consider the attrition rate outcomes to be high, and indeed, compared to research such as the National Community College Benchmark study, SUNY's rates are high - typically 5% or greater in similar categories of measurement (higher attrition = not a favorable outcome). In other words, SUNY looks normative compared 'to itself' and appears as an underperformer when compared to aggregate institutions participating in the NCCB study. (DOODLE has less than 20 institutions participating in its persistence study; NCCB has over 200.) While the reasons for such a gap may be simple, such as survey criteria being different, explaining the phenomenon is important as SUNY faculty look at 'national' outcomes and deduce (perhaps quite incorrectly) that SUNY (and their own SUNY college) are doing a bad job of both attracting and keeping students in online courses toward successful outcomes.
* The affected population are SUNY students enrolled in online and blended courses.
* The target 'population' are SUNY colleges and university centers who are members of Directors of Online and Distance Learning (DOODLE) and also any SUNY institutions that become members of DOODLE. (All offer fully online and/or blended modalities of mediated teaching and learning at course and/or program levels to enrolled students, typically using a commercial or open-source CMS/LMS platform)
The document discusses MOOCs and open online learning. It notes that MOOCs are a symptom of larger issues in education, and that there is no single narrative to describe learners' experiences in open learning environments. While some research has found benefits, learners also face obstacles. The realities of open online learning differ from initial hopes, with learners questioning commitment and design and praising responsive instructors. MOOCs vary significantly in design and participation, so institutions should consider goals and building on research when developing courses.
Administrative Support of Faculty Preparation and Interactivity in Online Tea...William Kritsonis
Administrative Support of Faculty Preparation and Interactivity in Online Teaching: Factors in Student Success by Dr. Jon E. Travis and Grace Rutherford - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
Distance technology, also known as distance education, allows formalized learning and teaching to occur remotely using electronic communication methods. Over 30% of all college students in the US are enrolled in some form of distance education, with rates increasing significantly in the past decade. Graduate students have the highest rates of online participation at 36%. Convenience, flexibility, and the ability to accelerate studies while maintaining career and personal obligations are common motivations for choosing distance education.
This presentation will serve these three purposes and also propose that the OCW Consortium take a leadership role in serving as a clearing house and advocate for the sharing of data and experimental results across institutions, in order to advance the use of open material to fuel education innovation.
Internationalizing Learning Concepts through OCW. AIEA 2011Gary Matkin
This presentation addresses the following 2011 Association of International Education Administrators (AIEA) Annual Conference themes, 1) information technology and international collaboration, 2) strategies of international partnerships and exchange, and 3) joint degrees and off-shore operations. It is based on growing efforts of the University of California, Irvine (UCI) to expand its OpenCourseWare (OCW) Web site to include material relevant to international students and teachers. It includes a description of the partnership between UCI and the Fundacão Getulio Vargas, Brazil (FGV) for the development of an international MBA program and the exchange and innovative use of open educational resources (OER) primarily in the form of OCW.
Dave Szatmary- Vice Provost University of WashingtonSeriousGamesAssoc
This document discusses online learning and MOOCs at the University of Washington. It provides details on the 15 online graduate degrees and 40 online certificate programs offered at UW. It also discusses the growth of online learning nationally, how it increases access and allows for unbundling of education. MOOCs are discussed, including their benefits and challenges, as well as student demographics and completion rates. Major MOOC platforms like Coursera and edX are described. The document considers issues like costs, credentials, partnerships and the future of MOOCs and their business models. It concludes that while bricks and mortar classes will remain, online learning will continue growing due to student demand.
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In a single sentence, it pitches the idea of using Haiku Deck to easily create and share slideshow presentations online.
O documento discute a vinda repentina de Cristo para buscar sua igreja, como predito na Bíblia. Cristo pode vir a qualquer momento, então devemos estar espiritualmente preparados através da obediência, pois Sua vinda será inesperada, assim como o dilúvio de Noé. A única garantia de estar pronto para Sua vinda é servir e obedecer a Cristo hoje.
This short document promotes creating presentations using Haiku Deck on SlideShare. It encourages the reader to get started making their own Haiku Deck presentation by providing a button to click to begin the process. The document is advertising the ability to easily create presentations on SlideShare using Haiku Deck.
This short document promotes the creation of presentations using Haiku Deck, an online presentation tool. It encourages the viewer to get started making their own Haiku Deck presentation by uploading it to SlideShare. The document includes photos from stock image sites to illustrate presentation creation.
International trends in learning analytics (SAHELA conference)Doug Clow
International trends in learning analytics was presented by Dr. Doug Clow of the Open University UK. The Open University has over 200,000 students, 5,000 tutors, and 1,000 academic staff. It analyzes over 1 billion views and 3 million transactions per day. Learning analytics is defined as measuring, collecting, analyzing, and reporting data about learners and contexts to understand and optimize learning. International activities in learning analytics include conferences, workshops, and publications. Trends from the 2014 Learning Analytics Summer Institute included a focus on privacy, ethics, readiness, technology, research issues, and new contexts like MOOCs.
This document provides a literature review and annotated bibliography of resources related to managing online learning operations. It covers cases, models, measures, and managing change in the following areas: business models for online education; institutional perspectives on different online learning modalities; reasons institutions pursue online learning and lessons learned from virtual universities; principles of sustainability and cost-effectiveness in online learning; student services, marketing, and quality measures for online programs; and guidelines for promoting change management within higher education institutions. The resources cover institutional strategies and best practices for planning, evaluating, and improving online learning programs and operations.
This document outlines the chapters of a thesis on internationalizing web-based distance education at the post-secondary level. Chapter 1 introduces the study and discusses the impetuses, statement of the problem, purpose, and research questions. Chapter 2 reviews the relevant literature. Chapter 3 describes the methodology used in the study. Chapter 4 presents the results of interviewing distance education administrators on barriers, strategies, and best practices. Chapter 5 provides a conclusion. The document discusses proposed edits to various chapters.
This module discusses strategies for learner engagement. It defines learner engagement and presents best practices for engaging learners, including using differentiated instruction to address different learning styles. The module also introduces a keynote speaker and provides references on engaging online learners through tools like synchronous chat, threaded discussions, and blogs.
Going beyond traditional e-learning methods to create a more collaborative le...Sean Dowling
Traditional e-learning methods are being replaced by more collaborative learning experiences that utilize new technologies and web-based tools. While technology adoption in education has increased, simply using new tools is not enough - pedagogical models must engage students on a deeper level. Educators are exploring constructivist and collaborative approaches like MOOCs, digital scholarship, badges, geo-learning, learning analytics, and seamless learning to develop 21st century skills and redefine learning through crowd sourcing and maker culture. Barriers to this change include teacher insecurity with new approaches and outdated curricula.
It's Not Rocket Science, or is It? Large Scale Quality Engineering in Distanc...Cinda Holsombach-Ebner
Conference presentation given at Sloan-C Conference in Orlando, November 11, 2011
Abstract:
ERAU-Worldwide presents its highly-centralized model of distance learning, delivering 200+ turnkey-style online courses, facilitated by 800+ instructors, to 36,000+ students across the globe. How do we ensure instructional quality is pervasive while innovating through emerging technologies and delivery mode diversification? What initiatives can smaller organizations take away and apply?
This document discusses using learning analytics to study student success in face-to-face instruction and MOOCs. It first compares the models of traditional instruction and MOOCs, noting both differences and similarities. It then proposes that learning analytics could uncover further variances and commonalities by analyzing data on student characteristics, activities, and performance. Several research questions are posed about predicting outcomes and the effects of course components. Factors influencing student achievement are reviewed for different datasets. The conclusion maintains that learning analytics can further the understanding of the overarching principles of student success that apply across models.
Factors & Strategies that impact online CC student persistence,Alexandra M. Pickett
SLN Campus Research Engagement Program http://wiki.sln.suny.edu/display/SLNED/Current+Research+Projects
Study of Online Student Persistence in SUNY
Research proposal problem statement:
SUNY's DOODLE group has conducted a multi-year study of student persistence, attrition, and success with online courses. Overall, the rates of attrition are similar among the DOODLE institutions as are success rates which is interesting in itself given the institutions are often quite different in size, number of courses offered online, and in demographic make-up. SUNY and its DE faculty often consider the attrition rate outcomes to be high, and indeed, compared to research such as the National Community College Benchmark study, SUNY's rates are high - typically 5% or greater in similar categories of measurement (higher attrition = not a favorable outcome). In other words, SUNY looks normative compared 'to itself' and appears as an underperformer when compared to aggregate institutions participating in the NCCB study. (DOODLE has less than 20 institutions participating in its persistence study; NCCB has over 200.) While the reasons for such a gap may be simple, such as survey criteria being different, explaining the phenomenon is important as SUNY faculty look at 'national' outcomes and deduce (perhaps quite incorrectly) that SUNY (and their own SUNY college) are doing a bad job of both attracting and keeping students in online courses toward successful outcomes.
* The affected population are SUNY students enrolled in online and blended courses.
* The target 'population' are SUNY colleges and university centers who are members of Directors of Online and Distance Learning (DOODLE) and also any SUNY institutions that become members of DOODLE. (All offer fully online and/or blended modalities of mediated teaching and learning at course and/or program levels to enrolled students, typically using a commercial or open-source CMS/LMS platform)
The document discusses MOOCs and open online learning. It notes that MOOCs are a symptom of larger issues in education, and that there is no single narrative to describe learners' experiences in open learning environments. While some research has found benefits, learners also face obstacles. The realities of open online learning differ from initial hopes, with learners questioning commitment and design and praising responsive instructors. MOOCs vary significantly in design and participation, so institutions should consider goals and building on research when developing courses.
Administrative Support of Faculty Preparation and Interactivity in Online Tea...William Kritsonis
Administrative Support of Faculty Preparation and Interactivity in Online Teaching: Factors in Student Success by Dr. Jon E. Travis and Grace Rutherford - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
Distance technology, also known as distance education, allows formalized learning and teaching to occur remotely using electronic communication methods. Over 30% of all college students in the US are enrolled in some form of distance education, with rates increasing significantly in the past decade. Graduate students have the highest rates of online participation at 36%. Convenience, flexibility, and the ability to accelerate studies while maintaining career and personal obligations are common motivations for choosing distance education.
This presentation will serve these three purposes and also propose that the OCW Consortium take a leadership role in serving as a clearing house and advocate for the sharing of data and experimental results across institutions, in order to advance the use of open material to fuel education innovation.
Internationalizing Learning Concepts through OCW. AIEA 2011Gary Matkin
This presentation addresses the following 2011 Association of International Education Administrators (AIEA) Annual Conference themes, 1) information technology and international collaboration, 2) strategies of international partnerships and exchange, and 3) joint degrees and off-shore operations. It is based on growing efforts of the University of California, Irvine (UCI) to expand its OpenCourseWare (OCW) Web site to include material relevant to international students and teachers. It includes a description of the partnership between UCI and the Fundacão Getulio Vargas, Brazil (FGV) for the development of an international MBA program and the exchange and innovative use of open educational resources (OER) primarily in the form of OCW.
Dave Szatmary- Vice Provost University of WashingtonSeriousGamesAssoc
This document discusses online learning and MOOCs at the University of Washington. It provides details on the 15 online graduate degrees and 40 online certificate programs offered at UW. It also discusses the growth of online learning nationally, how it increases access and allows for unbundling of education. MOOCs are discussed, including their benefits and challenges, as well as student demographics and completion rates. Major MOOC platforms like Coursera and edX are described. The document considers issues like costs, credentials, partnerships and the future of MOOCs and their business models. It concludes that while bricks and mortar classes will remain, online learning will continue growing due to student demand.
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In a single sentence, it pitches the idea of using Haiku Deck to easily create and share slideshow presentations online.
O documento discute a vinda repentina de Cristo para buscar sua igreja, como predito na Bíblia. Cristo pode vir a qualquer momento, então devemos estar espiritualmente preparados através da obediência, pois Sua vinda será inesperada, assim como o dilúvio de Noé. A única garantia de estar pronto para Sua vinda é servir e obedecer a Cristo hoje.
This short document promotes creating presentations using Haiku Deck on SlideShare. It encourages the reader to get started making their own Haiku Deck presentation by providing a button to click to begin the process. The document is advertising the ability to easily create presentations on SlideShare using Haiku Deck.
This short document promotes the creation of presentations using Haiku Deck, an online presentation tool. It encourages the viewer to get started making their own Haiku Deck presentation by uploading it to SlideShare. The document includes photos from stock image sites to illustrate presentation creation.
This document provides information about life insurance options from National Life Group and encourages taking action. It lists the companies under the National Life Group brand and notes regulatory details. It attributes inspiration from the book "Do Something Now" and its message to overcome fear through improvisation.
This article discusses how the Department of Defense (DOD) counters terrorism through partnerships. Domestically, DOD counterintelligence agents work with the FBI on Joint Terrorism Task Forces to investigate terrorist threats and protect DOD personnel and assets. Overseas, DOD partners with the State Department on Force Protection Detachments to share intelligence with military commanders transiting high-risk areas. The article cites an example of a DOD agent assisting an FBI investigation that led to the arrest of a former Navy sailor providing terrorist support.
Mukesh Kumar has over 5 years of experience in human resources roles. He is currently an Executive - Generalist HR at Samruddha Jeevan Multi-State Multi Purpose Co-Operative Society Ltd., where he manages HR functions for 1100 employees. Previously, he worked at Kanak Enterprise Pvt Ltd. as an Executive - Generalist HR. He has an MBA in HR and computer skills including Microsoft Office.
Mercedes-Benz is a leading global luxury automaker founded in 1926 in Germany. It traces its origins to Karl Benz's creation of the first petrol-powered car in 1886. Mercedes-Benz is known for producing high-quality, prestigious vehicles and is especially popular among wealthy, well-educated customers who are loyal to the brand. The Mercedes-Benz three-pointed star logo is one of the most recognized emblems in the world.
The document discusses recent terrorist attacks that have exposed vulnerabilities in protecting soft targets. It focuses on the 2008 Mumbai terrorist attacks where 10 men attacked multiple targets including the iconic Taj Mahal Hotel. Despite being warned of threats, security measures had been relaxed at the hotel. Over 60 hours, the attackers executed hostages and set fires while authorities struggled to respond effectively to the coordinated attacks across the city. The article argues that as terrorists evolve their tactics, security personnel must also evolve countermeasures to protect soft targets like hotels that have become more attractive to attackers.
the mechanistic basis for the observed effects of CP in GCSamieh Asadian
CP affects gastric cancer through two main mechanisms. First, by sequestering zinc, CP represses the cag T4SS pilus formation and CagA translocation in H. pylori, reducing NFkB activation and IL-8 secretion. This decreases inflammation and allows bacterial persistence. Second, in cancer cells S100A8/A9 regulate inflammation by activating MAPK and NF-kB signaling, leading to inflammatory cell recruitment and tumor growth/metastasis. Future studies aim to further elucidate the molecular mechanisms of S100 protein signaling pathways and their roles in tumor progression, providing novel therapeutic targets.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
My last vacation was fun. I first visited family and then watched TV with my brothers and parents. Later, I visited my aunt and cousins, went for a walk to a lake where we swam, played football, and then arrived back home.
My last vacation was spent visiting family and enjoying outdoor activities. First, I visited with my family at home. Then we went for a walk to a nearby lake where we swam and played football before returning home at the end of my fun vacation.
Tiga kalimat ringkasan dokumen tersebut adalah:
Dokumen tersebut membahas tentang definisi pendidikan, guru, dan kepercayaan serta isu-isu terkait pendidikan matematika seperti dasar pendidikan yang berubah-ubah, perkembangan teknologi, dan pelaksanaan proses pembelajaran menurut huraian sukatan pelajaran. Dokumen tersebut juga membahas tentang kepercayaan guru terhadap kurikulum, sifat matematika, dan
This document discusses strategies for motivating learners in 21st century e-learning. It emphasizes using learner-centered activities that appeal to multiple learning styles and theories like collaborative learning. Authentic learning activities that mirror real-world tasks are recommended over extrinsic rewards to encourage intrinsic motivation. The document also stresses the importance of course delivery and content that allows learner choice and fosters a sense of community.
Closing the Gap - flexible approaches to adult learningDiana Andone
Closing the Gap - flexible approaches to adult learning
Diana Andone, EDEN EC
Antonio Teixeira, EDEN president
Presentation for the IDEAL Workshop at the EADTU Conference, 29-30 October, 2015, Hagen
This document discusses the history and development of e-learning and online professional development for teachers. It traces the origins of distance education back to newspaper advertisements for shorthand classes in 1728. The University of London began offering distance learning degrees in 1858. Fully online education began in 1996 with the founding of Jones International University. The document outlines benefits of e-learning such as flexibility, convenience, and increased opportunities for professional development. It also discusses research that shows online learning communities can help reduce teacher isolation.
This technology plan aims to advance digital connections in the school by becoming a 1:1 district where all staff and students have daily access to devices. It recognizes that U.S. education needs improvement in areas like multiculturalism, well-rounded students, and overreliance on standardized testing. Research shows technology can boost achievement through individualized learning, authentic experiences, engagement, and responsibility. The plan outlines goals for keyboarding skills, digital citizenship, and online learning modules by grade. It proposes obtaining funding, distributing devices over years, curriculum revision with technology, and staff training in Google and ISTE standards.
This technology plan aims to advance the school's digital connections by increasing access to technology, improving technology integration, and involving the entire community. It proposes becoming a 1:1 district to ensure all students and staff have daily device access. Teachers will receive training on technologies like Google Classroom and opportunities to revise curriculum incorporating technology. The goals are to use technology to individualize instruction, foster student engagement and responsibility, and cultivate global collaboration. Reaching these goals will require securing funding, phased device distribution, ongoing professional development, and input from administrators, teachers, parents, and students.
Amy Peach is seeking a position to support and promote the work of teachers through innovative educational projects. She has over 15 years of experience in K-12 and higher education, including teaching, curriculum development, faculty support, and educational technology leadership. Her areas of expertise include community partnerships, technology integration, online learning, and instructional design. She currently holds positions at Lindenwood University and Fontbonne University.
This document discusses the history and development of e-learning and online professional development for educators. It traces the origins of distance education back to the 18th century and highlights universities like the University of London that began offering distance learning degrees in the 1800s. The development of the internet allowed for the rise of the first fully online university in 1996. Research found that online professional development can improve student outcomes when delivered as a coordinated series over time. Challenges in developing online professional development included ensuring it meets individual needs as well as providing collaboration and active learning opportunities for teachers.
Assessment Tools for Online Courses and Programs (SUNYLA 2014)kstanwicks
Overview of rubrics that can be used to evaluate individual online courses and entire online education programs. A link to speaking notes from this presentation and an extensive bibliography of additional resources are provided in the final slides.
Why, What and How of OER. Educational trends and how Open Education can help address these. Copyright and Open Licensing. Getting Started with an OER project.
OPEN EDUCATION BRIDGING THE GAP INEQUALITY OF HIGHER EDUCATION OPPORTUNITY
(Case: E-Learning Strategy Indonesian Open Distance Education)
Devi Ayuni
Andy Mulyana
Ginta Ginting
UNIVERSITAS TERBUKA, INDONESIA
TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...apicciano
This powerpoint was used in the presentation at the Online Learning Consortium's Annual Conference in 2015. The presentation was based on a survey conducted of faculty governance leaders in American colleges and universities.
Effective Open Course Design - Kim Larson, Carnegie Mellon University OLIOPEN4Us
The Open Learning Initiative (OLI) is a project that develops open online learning environments based on cognitive science principles and the integration of technology and learning research. OLI aims to simultaneously improve learning outcomes and facilitate learning research. OLI courses include Cognitive Tutors, which provide feedback to students like a human tutor would. OLI collects student data to enable continuous improvement of courses through iterative feedback loops. Studies have found that OLI statistics students learned as much or more than traditional students in half the time spent in class.
Open Education Bridging the Gap Inequality of Higher Education opportunityIJRESJOURNAL
ABSTRACT: E-learning system through a variety of applications can encourage the realization of the ideals of education to provide equality of opportunity to all society. The essence of open education is to eliminate the limitations to be able to gain access to higher education for the community at large. Success story of online tutorial services of Universitas Terbuka (UT/Open University) is a proof that can demonstrate more efficient delivery of educational achievement. Perceived satisfaction of students to the online tutorial services became evident that the optimal use of technology to bridge the establishment of an optimal learning process so that students can obtain a quality education is not inferior to conventional universities. This condition will be able to change the paradigm of society that the opportunity to obtain higher education which was originally impossible becomes possible, which is easy, comfortable, flexible and affordable.
Conducting Research on Blended and Online Education, WorkshopTanya Joosten
Conducting Research on Blended and Online Education
October 14, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Nori Barajas-Murphy (University of La Verne, USA)
Track: Learning Effectiveness
Pre-Conference Workshop
Location: Oceanic 7
Session Duration: 3 Hours
Pre-Conference Workshop Session 3
This workshop consists of practice-based research planning activities to help you prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research model developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online. Attendees will walk away with a research agenda and the necessary tools to help them conduct research on their campus as part of the National DETA Research Center initiative.
The University of Wisconsin-Milwaukee (UWM) established a National Distance Education and Technological Advancement (DETA) Research Center in 2014 to conduct cross-institutional data collection with 2-year and 4-year Institutions of Higher Education (IHEs) funded by the U.S. Department of Education Fund for Improvement of Postsecondary Education (FIPSE). UWM has partnered with the University of Wisconsin System, UW-Extension, Milwaukee Area Technical College (MATC), EDUCAUSE Learning Initiative (ELI), and leaders across the nation to develop a research model. This model is to promote student access and success through evidence-based online learning practices and learning technologies.
The DETA Center looks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented individuals (i.e., economically disadvantaged, adult learners, disabled) through rigorous research. Furthermore, although the research currently is focused on postsecondary U.S. institutions, the DETA Center looks to advance their work in K-12 and internationally -- all are welcome!
This workshop will prepare attendees to take a plan back to their own institution to successfully gather research on blended and online teaching and learning.
For more on DETA, visit http://www.uwm.edu/deta.
- The document discusses a study that investigated the relationship between EFL learners' motivation and learning strategies in a WebQuest classroom at Chaoyang University of Technology.
- It reviewed literature on WebQuests, motivation, and learning strategies to inform the study.
- The study used quantitative methods like surveys and qualitative methods like interviews to examine the relationship between motivation and learning strategies for EFL learners in a WebQuest course.
In this paper, the author provides insights and lessons that can be learned from colleagues at American universities about their online education experiences. The literature review and previous studies of online educations gains are explored and summarized in this research. Emerging trends in online education are discussed in detail, and strategies to implement these trends are explained. The author provides several tools and strategies that enable universities to ensure the quality of online education. At the end of this research paper, the researcher provides examples from Arab universities who have successfully implemented online education and expanded their impact on the society. This research provides a strategy and a model that can be used by universities in the Middle East as a roadmap to implement online education in their regions.
This presentation was given at the OpenCourseWare Consortium Global Meeting in May, 2011. It describes some of the results from an evaluation project initiated by Open.Michigan in September 2010. Full results can be found at tinyurl.com/omevaluation.
EMMA Summer School - Larry Cooperman - MOOCs: reexamining our assumptionsEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
This document discusses blending MOOCs into traditional post-secondary classrooms. It outlines advantages like free access to learning and increased collaboration, as well as disadvantages like lack of instruction and completion rates. Previous studies that blended MOOCs and face-to-face learning are summarized, such as requiring participation in online MOOC components for a campus course. The document proposes a blended approach combining MOOC basic content with specific face-to-face content and concludes by discussing benefits of blended MOOCs and providing an agenda for a workshop on developing blended MOOC strategies.
The document discusses the impact of technology on education, including both benefits and drawbacks of internet use in classrooms. It also examines tools like data management systems, student information systems, and student response systems. The document advocates for integrating these technologies into classrooms in a way that keeps the focus on students and allows them to engage with hands-on, creative learning experiences using new digital tools.
Similar to Promoting Academic Success at Seton Hall (20)
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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 review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2. The 8-Step Process for Leading Change
Source: Kotter (2012), http://www.kotterinternational.com/the-8-step-process-for-leading-change/
3. College Completion as a National Priority
Photo Credit: Pete Souza, White House
https://www.whitehouse.gov/photos-and-video/2014-photos#may
"Over a third of America's college students
and over half of our minority students don't
earn a degree, even after six years. So we
don't just need to open the doors of
college to more Americans; we need to
make sure they stick with it through
graduation. That is critical."
President Barack Obama
Speech at University of Texas, Austin
August 9, 2010
4. Why is College Completion Important?
U.S. Department of Education (2011)
http://www.ed.gov/news/speeches/meeting-president-obamas-2020-college-completion-goal
6. How Does Seton Hall Measure Up?
National Center for Education Statistics (2015)
https://nces.ed.gov/collegenavigator/?q=seton+hall&s=all&id=186584
7. Can Tutoring Affect College Completion?
Student Tutor
● increase meta-cognitive skills & cognitive processing (Hartman, 1990)
● enhance conceptual understanding (Annis, 1983)
● active learning and participation (Benware & Deci, 1984)
● lower anxiety and greater college engagement (Kohler & Greenwood, 1990)
● self-efficacy and motivated learning (Schunk, 1987)
● mentor/mentee relationships assist college adjustment (Topping, 1996)
Dual benefits of tutoring
8. Creating a Shared Vision:
Who Benefits from Additional Academic Support?
Students Better academic performance increases the likelihood of
college completion
Faculty Especially in large courses, supplemental support is
beneficial
Administration Higher college completion rates increase the prestige of
the institution
External Stakeholders Higher college completion rates increase the prestige of
the institution; increases number of alumni
9. ● Free Tutoring
o Drop-in or appointment based
o Tutors include peer tutors, graduate and teaching
assistants, faculty members
o Study sessions during midterms and finals
SHU: Current Tutoring Offerings
10. ● Space restrictions
● Tutoring is only offered during business hours (Monday-
Friday from 9am-5pm)
o Less accommodations for commuter and non-
traditional students due to limited hours
● Lack of tutors for subject demand
● Limited budget to hire tutors
SHU: Current Tutoring Limitations
11. What Other Resources
are Available to Promote
Academic Success?
Is Online Tutoring a Viable Option?
13. Current Uses of Classroom Technology
Source: EdTech (2015) http://elearninginfographics.com/educational-technology-in-the-college-classroom-infographic/
14. Benefits of Technology in the Classroom
Kvavik (2004) EDUCAUSE Center for
Analysis and Research and University of
Minnesota, Twin Cities
http://www.educause.edu/research-and-
publications/books/educating-net-
generation/convenience-communications-
and-control-how-students-use-technologyN= 4,374
15. What is Online or E-Tutoring?
“...teaching, support, management and
assessment of students… involving a
significant use of online technologies”
- University of Warwick, 2012
16. Online Tutoring meets ISTE Standards
#2 “Digital age learning culture”
#4 “Systemic improvement”
#5 “Digital citizenship”
ISTE Standards (2015)
http://www.iste.org/standards/iste-standards/standards-for-administrators
17. Online Tutoring as Means of Transformation
Disruption Innovation Theory
“ ...extends its benefits to people who, for one reason or
another, are unable to consume the original product, so-
called non-consumers...”
- Christensen & Horn (2008)
Online tutoring can increase access to commuter
and non-traditional students that may
not able to utilize drop-in tutoring.
18. Benefits of Online Tutoring
McPherson & Nunes (2004)
● Increase access and
convenience
● Increase availability of tutors
● Expand existing resources
● Professional development
opportunity for tutors
● Develop new learning styles
Photo source: England.edu (2015)
http://www.england.edu/student-life/student-tutoring-services/
19. Requirements of Successful Online Tutoring
Berta & Huber (2009)
● Easy to use
● Easy to access
● Highly trained tutors
● Assessment and accountability
20. Next Steps
● Review existing technologies
● Research and collect data
o Survey or focus group to gauge student interest
o Choose online tutoring platform
● Pilot online tutoring in selected course
● Gather and analyze results
o What are the findings?
o If successful, how can we involve the community?
21. References
Annis, L. F. (1983). The processes and effects of peer tutoring. Human Learning: Journal of Practical Research & Applications.
Benware, C. A., & Deci, E. L. (1984). Quality of learning with an active versus passive motivational set. American Educational Research Journal,
21(4), 755-765.
Berta, M., & Huber, J. (2009, October 9). Strengthening student success by implementing an online tutoring program. Retrieved from
http://www.3cmediasolutions.org/Accordent/CCCCO/rpgroup/10092009-10AM-08/index.htm#
Christensen, C. M., & Horn, M. B. (2008, May 05). How do we transform our schools? Education Next. Retrieved from
http://educationnext.org/how-do-we-transform-our-schools/
EdTech. (2014, May 02). Educational technology in the college classroom infographic - e-Learning Infographics. Retrieved from
http://elearninginfographics.com/educational-technology-in-the-college-classroom-infographic/
Educause. (n.d.). Convenience, communications, and control: How students use technology. Retrieved May 29, 2015, from
http://www.educause.edu/research-and-publications/books/educating-net-generation/convenience-communications-and-control-how-students-
use-technology
England.edu. Student tutoring services. (n.d.). Retrieved May 29, 2015, from http://www.england.edu/student-life/student-tutoring-services/
Hartman, H. J. (1990). Factors affecting the tutoring process. Journal of Developmental Education, 14(2), 2.
ISTE. (n.d.). ISTE standards for administrators. Retrieved May 29, 2015, from http://www.iste.org/standards/iste-standards/standards-for-
administrators
22. References
Kohler, F. W., & Greenwood, C. R. (1990). Effects of collateral peer supportive behaviors within the classwide peer tutoring program. Journal of
Applied Behavior Analysis, 23(3), 307-322.
Kotter, J. (n.d.). The 8-Step process for leading change. Kotter International. Retrieved May 29, 2015, from
http://www.kotterinternational.com/the-8-step-process-for-leading-change/
McPherson, M. A., & Nunes, J. M. B. (2004). The role of tutors as an integral part of online learning support. European Journal of Open and
Distance Learning.
National Institute of Education Statistics (n.d.) College navigator, Seton Hall University. Retrieved from
https://nces.ed.gov/collegenavigator/?q=seton+hall&s=all&id=186584
Obama, B. (2010, August 9). Remarks by the President on higher education and the economy at the University of Texas at Austin. Retrieved
May 29, 2015, from https://www.whitehouse.gov/the-press-office/2010/08/09/remarks-president-higher-education-and-economy-university-texas-
austin
OECD. (2013). Education at a glance 2013. Highlights from Education at a Glance. doi:10.1787/eag_highlights-2013-en
Pew Institute. (2011, July 18). College students and technology. Retrieved from http://www.pewinternet.org/2011/07/19/college-students-and-
technology/
Schunk, D. H. (1987). Peer models and children’s behavioral change. Review of educational research, 57(2), 149-174.
Topping, K. J. (1996). The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher
education, 32(3), 321-345.
23. References
University of Warwick Learning and Development Centre. (2012, September). Retrieved from
http://www2.warwick.ac.uk/services/ldc/resource/eguides/etutoring/
U.S. Department of Education. (2011, July). Meeting President Obama's 2020 college completion goal. Retrieved from
http://www.ed.gov/news/speeches/meeting-president-obamas-2020-college-completion-goal