The document summarizes the program for Day 1 of the ELI 2016 Annual Meeting Leadership Seminar on promoting effective teaching and learning ecosystems through research-proven practice. It lists the speakers for Day 1 as Tanya Joosten, Diane Reddy, and Ray Flemming from the University of Wisconsin-Milwaukee. The seminar will discuss leadership challenges in gathering evidence of key factors that impact student outcomes and brainstorm ways to motivate and incentivize faculty and staff involvement in research. Participants will also explore effective practices for faculty development, instructional design, and institutional research.
Effectiveness of Blended and Online ProgramsTanya Joosten
My portion of the preso from:
Join Malcolm Brown, EDUCAUSE Learning Initiative director, and Veronica Diaz, ELI associate director, as they moderate this special two-hour webinar hosted by the EDUCAUSE Learning Initiative and Quality Matters. This webinar will provide you with examples and tools to craft plans that measure the effectiveness of your online/blended instructional programs and their impact on student learning and success. You will explore rubrics, hear about institutional efforts, and engage in activities that relate to quality assurance work. The purpose of the event is to understand some approaches to measure the effectiveness of online/blended learning programs:
Learn about national research efforts on quality assurance in online/blended environments
Gather ideas on demonstrating the efficacy of your online/blended learning implementations
Consider approaches for measuring the impact of online/blended programs within a specific institutional context
http://www.educause.edu/events/eli-webinar-measuring-effectiveness-onlineblended-programs
Conducting Research in Blended and Online EducationTanya Joosten
A workshop at #WCET15 in Denver, CO
This hands-on 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 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. 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 workshop will span two concurrent session blocks- part I, 1:30 - 2:30 p.m. and part II, 3:00 - 4:00 p.m. Bring your laptop or mobile device.
http://wcetconference.wiche.edu/sessions/conducting-research-blended-and-online
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.
Distance Education and Technological Advancement (DETA)Tanya Joosten
The National Distance Education And Technological Advancement (DETA) Research Center Information Session
April 24, 2015 - 9:25am
Lead Presenter: Tanya Joosten (University of Wisconsin-Milwaukee, USA)
Track: Effective Teaching and Learning Pedagogy
Information Session
Location: Stateroom 1
Session: Concurrent Session 8
Session Duration: 50 Minutes
Abstract:
The presentation will share National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education research agenda, proposed research model for distance education, and opportunities for community engagement, including funding to conduct cross-institutional research.
OLC Innovate: Why Isn’t There More Cross-Institutional Research?Tanya Joosten
Why Isn’t There More Cross-Institutional Research?
Date: Thursday, April 19th
Time: 8:45 AM to 9:30 AM
Conference Session: Concurrent Session 4
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee)
Co-presenters: Rachel Cusatis (National Center for Distance Education and Technological Advancements), Lindsey Harness (Distance Education and Technological Advancements)
Track: Research: Designs, Methods, and Findings
Location: Belmont A
Session Duration: 45min
Brief Abstract:
After conducting seven cross-institutional research studies in online learning and competency-based education, we will share what we have learned in the process and discuss ways to advance cross-institutional research.
Promoting student access and success through researchTanya Joosten
Conference Keynote
"Promoting Student Access and Success Through Research"
The University of Wisconsin-Milwaukee will share its agenda in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA). It seeks to foster student access and success through evidence-based, cross-institutional online learning practices and technologies.
https://www.qualitymatters.org/events/mid-atlantic-conference
Conducting Research on Blended and Online Education: A Research ToolkitTanya Joosten
An ELI Short Course delivered on May 16th, 2016.
This session consists of practice-based research planning activities to help participants prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research toolkit developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online learning. 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 DETA Center seeks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented learners.
Objectives:
After participating in this webinar, participants will be able to:
Develop research questions
Clarify variables and measures
Identify data gathering techniques
Consider other actionable milestones necessary to conduct rigorous research
http://www.educause.edu/events/eli-webinar-conducting-research-blended-and-online-education
Effectiveness of Blended and Online ProgramsTanya Joosten
My portion of the preso from:
Join Malcolm Brown, EDUCAUSE Learning Initiative director, and Veronica Diaz, ELI associate director, as they moderate this special two-hour webinar hosted by the EDUCAUSE Learning Initiative and Quality Matters. This webinar will provide you with examples and tools to craft plans that measure the effectiveness of your online/blended instructional programs and their impact on student learning and success. You will explore rubrics, hear about institutional efforts, and engage in activities that relate to quality assurance work. The purpose of the event is to understand some approaches to measure the effectiveness of online/blended learning programs:
Learn about national research efforts on quality assurance in online/blended environments
Gather ideas on demonstrating the efficacy of your online/blended learning implementations
Consider approaches for measuring the impact of online/blended programs within a specific institutional context
http://www.educause.edu/events/eli-webinar-measuring-effectiveness-onlineblended-programs
Conducting Research in Blended and Online EducationTanya Joosten
A workshop at #WCET15 in Denver, CO
This hands-on 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 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. 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 workshop will span two concurrent session blocks- part I, 1:30 - 2:30 p.m. and part II, 3:00 - 4:00 p.m. Bring your laptop or mobile device.
http://wcetconference.wiche.edu/sessions/conducting-research-blended-and-online
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.
Distance Education and Technological Advancement (DETA)Tanya Joosten
The National Distance Education And Technological Advancement (DETA) Research Center Information Session
April 24, 2015 - 9:25am
Lead Presenter: Tanya Joosten (University of Wisconsin-Milwaukee, USA)
Track: Effective Teaching and Learning Pedagogy
Information Session
Location: Stateroom 1
Session: Concurrent Session 8
Session Duration: 50 Minutes
Abstract:
The presentation will share National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education research agenda, proposed research model for distance education, and opportunities for community engagement, including funding to conduct cross-institutional research.
OLC Innovate: Why Isn’t There More Cross-Institutional Research?Tanya Joosten
Why Isn’t There More Cross-Institutional Research?
Date: Thursday, April 19th
Time: 8:45 AM to 9:30 AM
Conference Session: Concurrent Session 4
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee)
Co-presenters: Rachel Cusatis (National Center for Distance Education and Technological Advancements), Lindsey Harness (Distance Education and Technological Advancements)
Track: Research: Designs, Methods, and Findings
Location: Belmont A
Session Duration: 45min
Brief Abstract:
After conducting seven cross-institutional research studies in online learning and competency-based education, we will share what we have learned in the process and discuss ways to advance cross-institutional research.
Promoting student access and success through researchTanya Joosten
Conference Keynote
"Promoting Student Access and Success Through Research"
The University of Wisconsin-Milwaukee will share its agenda in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA). It seeks to foster student access and success through evidence-based, cross-institutional online learning practices and technologies.
https://www.qualitymatters.org/events/mid-atlantic-conference
Conducting Research on Blended and Online Education: A Research ToolkitTanya Joosten
An ELI Short Course delivered on May 16th, 2016.
This session consists of practice-based research planning activities to help participants prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research toolkit developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online learning. 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 DETA Center seeks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented learners.
Objectives:
After participating in this webinar, participants will be able to:
Develop research questions
Clarify variables and measures
Identify data gathering techniques
Consider other actionable milestones necessary to conduct rigorous research
http://www.educause.edu/events/eli-webinar-conducting-research-blended-and-online-education
A Workshop: Promoting Student Access and Success Through ResearchTanya Joosten
Promoting Student Access and Success Through Research
July 7, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Track: Blended Models & Course Design
Interactive Workshop - 210 minutes
Location: Governor's Square 14
Virtual Session
Session Duration: 210 Minutes
Workshop Session 1 & 2 (combined)
Abstract:
Participate in the development of a research model to support the National DETA Research Center funded by the U.S. Department of Education.
Extended Abstract
Come help us develop a research model to facilitate cross institutional research on blended instruction. The future of blended learning should be driven by research-based instructional and institutional interventions as the result of cross institutional research impacting access, learning effectiveness, and student satisfaction.
To give you a little background, the University of Wisconsin-Milwaukee will share their efforts in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education, Fund for the Improvement of Postsecondary Education. They seek to foster student access and success through evidence-based, cross-institutional online learning practices and technologies. Specifically, DETA looks to identify and evaluate effective course and institutional practices in blended and online learning, including competency-based education, for underrepresented populations through rigorous research.
This workshop looks to engage the blended learning community in assisting of the development of DETA's research agenda, including a research model for distance education and research toolkits that can be used by institutions across the country. Through collaborative group discussions, this workshop will look for participants to brainstorm and prioritize ideas around defining student success, identifying key research questions to drive future research, development of shared measures to be gathered by different institutions, creation of instrumentation, and more. The outcomes of this workshop will inform research conducted in 2016. Further, opportunities for community engagement, including funding to conduct cross-institutional research, will be discussed.
For more information on our efforts thus, see http://uwm.edu/deta/summit.
Come be a part of this exciting initiative!
Promoting Student Access and Success Through ResearchTanya Joosten
October 16, 2015 - 10:45am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Diane Reddy (University of Wisconsin-Milwaukee, USA)
Track: Student Services and Learner Support
Featured Session
Location: Southern Hemisphere II
Session: Concurrent Session 10
Session Duration: 45 Minutes
Virtual Session
Abstract:
The University of Wisconsin-Milwaukee discusses promoting access and success of distance education students through research efforts. They will share their agenda in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education, Fund for the Improvement of Postsecondary Education.
The popular media tells us that we live in an age of disengagement. 21st century professors are told they need to design curriculum to support student success and create an engaging classroom whether it is face-to-face, online, or in a blended learning environment. Creating engaging learning environments with technology will be essential to embrace 21st century learners and their ever evolving learning styles. Information Technology is dedicated to this philosophy and embraces varying technologies and learning concepts with other institutions and with our own faculty to generate innovation with technology and learning engagement in tandem. Information Technology invites the Stevens community to explore how educators can use some of the tools such as apps, clickers, open education resources, mobile learning, collaborative learning platforms from Google Hangouts to Massive Open Online Courses, and embrace the engagement strategies of social media
Using A Research Lens To Examine Your COVID-19 Pandemic ResponseTanya Joosten
FEATURED SESSION
Using A Research Lens To Examine Your COVID-19 Pandemic Response
Date: Tuesday, November 17th
Time: 11:45 AM to 12:30 PM
Conference Session: Concurrent Session 4
Session Modality: Virtual
Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee)
Track: Research, Evaluation, and Learning Analytics
Location: Zoom Room 1
Session Duration: 45min
Brief Abstract:
Using a recently developed research toolkit to drive our discussion, this session will help you identify meaningful research questions, variables, measures, instrumentation and other data collection tools, and data collection techniques to more effectively understand your and your institution’s response to providing instruction and support remotely during COVID-19 pandemic.
An overview of the OER Research Hub project by Patrick McAndrew, Simone Arthur, Rob Farrow, Bea de los Arcos, Nick Freear, Leigh-Anne Perryman, Beck Pitt, Claire Walker, Martin Weller
The messy realities of learning and participation in open courses and MOOCsGeorge Veletsianos
Presentation at Canada's Collaboration for Online Higher Education and Research Conference (COHERE), Vancouver, BC. In this presentation, I describe the messy realities of learning and participation in open online courses. I discuss the MOOC phenomenon as a symptom of chronic failures in the higher education system and discuss what we can learn about learning experiences by studying learning "on the ground."
Presentation given by Rebecca Ferguson at the ORT University Institute of Education, Montevideo, Uruguay on 12 April 2016. It deals with the Innovating Pedagogy reports produced annually since 2012 by the Institute of Educational Technology (IET) at The Open University (OU).
Learning Analytics: What is it? Why do it? And how?Timothy Harfield
Presentation delivered to graduate students at Emory University as part of a TATTO (Teaching Assistant Training and Teaching Opportunity) brown bag session.
ABSTRACT
Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs. Data driven approaches to teaching and learning are rapidly being adopted within educational environments, but there is still much confusion about what learning analytics is, what it can do, and how it is best employed.
This talk will provide a general overview of the field of learning analytics, its terminology and methods, as well as contemporary ethical debates. It will also introduce several open source and Emory-supported analytics tools available to students and instructors to facilitate the achievement of various learning outcomes.
SOLAR - learning analytics, the state of the artRebecca Ferguson
On 3 May 2012, the Society for Learning Analytics Research (SoLAR) organised a learning analytics summit. The summit took place in Vancouver, Canada, following the second Learning Ananlytics and Knowledge conference (LAK12). This presentation summarised the state of the art in learning analytics at the time, identifying drivers, challenges, interest groups and future challenges.
Give them what they want: Participatory approaches to developing anonymous as...Simon Davis
Presented at ALT-C 2015; https://altc.alt.ac.uk/2015/sessions/give-them-what-they-want-developing-a-flexible-anonymous-assignment-workflow-to-meet-diverse-needs-895/
A Workshop: Promoting Student Access and Success Through ResearchTanya Joosten
Promoting Student Access and Success Through Research
July 7, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Track: Blended Models & Course Design
Interactive Workshop - 210 minutes
Location: Governor's Square 14
Virtual Session
Session Duration: 210 Minutes
Workshop Session 1 & 2 (combined)
Abstract:
Participate in the development of a research model to support the National DETA Research Center funded by the U.S. Department of Education.
Extended Abstract
Come help us develop a research model to facilitate cross institutional research on blended instruction. The future of blended learning should be driven by research-based instructional and institutional interventions as the result of cross institutional research impacting access, learning effectiveness, and student satisfaction.
To give you a little background, the University of Wisconsin-Milwaukee will share their efforts in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education, Fund for the Improvement of Postsecondary Education. They seek to foster student access and success through evidence-based, cross-institutional online learning practices and technologies. Specifically, DETA looks to identify and evaluate effective course and institutional practices in blended and online learning, including competency-based education, for underrepresented populations through rigorous research.
This workshop looks to engage the blended learning community in assisting of the development of DETA's research agenda, including a research model for distance education and research toolkits that can be used by institutions across the country. Through collaborative group discussions, this workshop will look for participants to brainstorm and prioritize ideas around defining student success, identifying key research questions to drive future research, development of shared measures to be gathered by different institutions, creation of instrumentation, and more. The outcomes of this workshop will inform research conducted in 2016. Further, opportunities for community engagement, including funding to conduct cross-institutional research, will be discussed.
For more information on our efforts thus, see http://uwm.edu/deta/summit.
Come be a part of this exciting initiative!
Promoting Student Access and Success Through ResearchTanya Joosten
October 16, 2015 - 10:45am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Diane Reddy (University of Wisconsin-Milwaukee, USA)
Track: Student Services and Learner Support
Featured Session
Location: Southern Hemisphere II
Session: Concurrent Session 10
Session Duration: 45 Minutes
Virtual Session
Abstract:
The University of Wisconsin-Milwaukee discusses promoting access and success of distance education students through research efforts. They will share their agenda in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education, Fund for the Improvement of Postsecondary Education.
The popular media tells us that we live in an age of disengagement. 21st century professors are told they need to design curriculum to support student success and create an engaging classroom whether it is face-to-face, online, or in a blended learning environment. Creating engaging learning environments with technology will be essential to embrace 21st century learners and their ever evolving learning styles. Information Technology is dedicated to this philosophy and embraces varying technologies and learning concepts with other institutions and with our own faculty to generate innovation with technology and learning engagement in tandem. Information Technology invites the Stevens community to explore how educators can use some of the tools such as apps, clickers, open education resources, mobile learning, collaborative learning platforms from Google Hangouts to Massive Open Online Courses, and embrace the engagement strategies of social media
Using A Research Lens To Examine Your COVID-19 Pandemic ResponseTanya Joosten
FEATURED SESSION
Using A Research Lens To Examine Your COVID-19 Pandemic Response
Date: Tuesday, November 17th
Time: 11:45 AM to 12:30 PM
Conference Session: Concurrent Session 4
Session Modality: Virtual
Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee)
Track: Research, Evaluation, and Learning Analytics
Location: Zoom Room 1
Session Duration: 45min
Brief Abstract:
Using a recently developed research toolkit to drive our discussion, this session will help you identify meaningful research questions, variables, measures, instrumentation and other data collection tools, and data collection techniques to more effectively understand your and your institution’s response to providing instruction and support remotely during COVID-19 pandemic.
An overview of the OER Research Hub project by Patrick McAndrew, Simone Arthur, Rob Farrow, Bea de los Arcos, Nick Freear, Leigh-Anne Perryman, Beck Pitt, Claire Walker, Martin Weller
The messy realities of learning and participation in open courses and MOOCsGeorge Veletsianos
Presentation at Canada's Collaboration for Online Higher Education and Research Conference (COHERE), Vancouver, BC. In this presentation, I describe the messy realities of learning and participation in open online courses. I discuss the MOOC phenomenon as a symptom of chronic failures in the higher education system and discuss what we can learn about learning experiences by studying learning "on the ground."
Presentation given by Rebecca Ferguson at the ORT University Institute of Education, Montevideo, Uruguay on 12 April 2016. It deals with the Innovating Pedagogy reports produced annually since 2012 by the Institute of Educational Technology (IET) at The Open University (OU).
Learning Analytics: What is it? Why do it? And how?Timothy Harfield
Presentation delivered to graduate students at Emory University as part of a TATTO (Teaching Assistant Training and Teaching Opportunity) brown bag session.
ABSTRACT
Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs. Data driven approaches to teaching and learning are rapidly being adopted within educational environments, but there is still much confusion about what learning analytics is, what it can do, and how it is best employed.
This talk will provide a general overview of the field of learning analytics, its terminology and methods, as well as contemporary ethical debates. It will also introduce several open source and Emory-supported analytics tools available to students and instructors to facilitate the achievement of various learning outcomes.
SOLAR - learning analytics, the state of the artRebecca Ferguson
On 3 May 2012, the Society for Learning Analytics Research (SoLAR) organised a learning analytics summit. The summit took place in Vancouver, Canada, following the second Learning Ananlytics and Knowledge conference (LAK12). This presentation summarised the state of the art in learning analytics at the time, identifying drivers, challenges, interest groups and future challenges.
Give them what they want: Participatory approaches to developing anonymous as...Simon Davis
Presented at ALT-C 2015; https://altc.alt.ac.uk/2015/sessions/give-them-what-they-want-developing-a-flexible-anonymous-assignment-workflow-to-meet-diverse-needs-895/
Credit Flexibility Presentation by Sarah LuchsEric Calvert
This slide set was presented by Sarah Luchs of the Ohio Department of Education in a session for the Southern Ohio Educational Service Center in March, 2010.
Mike Mullen update on UK Retention, Spring 2011, University Committee on Acad...University of Kentucky
Presentation by Dr. Michael D. Mullen, Associate Provost for Undergraduate Education, University of Kentucky; Spring 2011; to the University Senate committee charged with developing academic planning and priorities - http://www.uky.edu/ucapp/
The power of learning analytics to measure learning gains: an OU, Surrey and ...Bart Rienties
Learning gains has increasingly become apparent within the HE literature, gained traction in government policies in the UK, and are at the heart of Teaching Excellence Framework (TFL). As such, this raises a question to what extent teaching and learning environment can actually predict students’ learning gains using principles of learning analytics. In this presentation, which is joined work with University of Surrey and Oxford Brookes, I will focus on some preliminary findings based upon developing and testing an Affective-Behaviour-Cognition learning gains model using longitudinal approach. The main aim of the research is to examine whether learning gains occur on all three levels of Affective-Behaviour-Cognition model and whether any particular student or course characteristics can predict learning gains or lack of learning and dropout. For more info, see https://abclearninggains.com/
Growth in K-12 online learning continues at a rapid pace, but what do we know about best practice when learners are physically separated from their teachers and peers? Find out about the latest trends and research in online learning environments with a special focus on Idaho as a national leader in providing transformative educational opportunities for learners.
Disrupted Futures 2023 | Wisconsin's career guidance projectEduSkills OECD
This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at Career pathway programmes “Wisconsin’s Youth Voice in Career Readiness Research Project”. Presented by Karin Smith and Alexis Burgos.
Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
Webinar given for the Institute for Competency-based Education March 2019 discussing the demographic composition of competency-based education learners, their enrollment motivators and their college choice process.
Systematic Review And Environmental Scan On Digital Learning At Minority Serv...Tanya Joosten
EDUCATION SESSION
Systematic Review And Environmental Scan On Digital Learning At Minority Serving Institutions
Date: Tuesday, November 10th
Time: 6:00 PM to 6:45 PM
Conference Session: Concurrent Session 8
Session Modality: Virtual
Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee)
Co-presenter: Kate Lee-McCarthy (The Online Learning Consortium (OLC))
Track: Research, Evaluation, and Learning Analytics
Location: Zoom Room 1
Session Duration: 45min
Brief Abstract:
Through the Every Learner Everywhere Partnership, the Online Learning Consortium (OLC) and the National Research Center for Distance Education and Technological Advancements (DETA) have completed a review of research done in online and digital learning at minority serving institutions and/or community colleges, with a focus on Black, Latinx and Tribal population outcomes. Come join us and learn about our findings, hear about the next steps in our process, participate in future research, and continue the conversation in equity and inclusion.
US Economic Outlook - Being Decided - M Capital Group August 2021.pdfpchutichetpong
The U.S. economy is continuing its impressive recovery from the COVID-19 pandemic and not slowing down despite re-occurring bumps. The U.S. savings rate reached its highest ever recorded level at 34% in April 2020 and Americans seem ready to spend. The sectors that had been hurt the most by the pandemic specifically reduced consumer spending, like retail, leisure, hospitality, and travel, are now experiencing massive growth in revenue and job openings.
Could this growth lead to a “Roaring Twenties”? As quickly as the U.S. economy contracted, experiencing a 9.1% drop in economic output relative to the business cycle in Q2 2020, the largest in recorded history, it has rebounded beyond expectations. This surprising growth seems to be fueled by the U.S. government’s aggressive fiscal and monetary policies, and an increase in consumer spending as mobility restrictions are lifted. Unemployment rates between June 2020 and June 2021 decreased by 5.2%, while the demand for labor is increasing, coupled with increasing wages to incentivize Americans to rejoin the labor force. Schools and businesses are expected to fully reopen soon. In parallel, vaccination rates across the country and the world continue to rise, with full vaccination rates of 50% and 14.8% respectively.
However, it is not completely smooth sailing from here. According to M Capital Group, the main risks that threaten the continued growth of the U.S. economy are inflation, unsettled trade relations, and another wave of Covid-19 mutations that could shut down the world again. Have we learned from the past year of COVID-19 and adapted our economy accordingly?
“In order for the U.S. economy to continue growing, whether there is another wave or not, the U.S. needs to focus on diversifying supply chains, supporting business investment, and maintaining consumer spending,” says Grace Feeley, a research analyst at M Capital Group.
While the economic indicators are positive, the risks are coming closer to manifesting and threatening such growth. The new variants spreading throughout the world, Delta, Lambda, and Gamma, are vaccine-resistant and muddy the predictions made about the economy and health of the country. These variants bring back the feeling of uncertainty that has wreaked havoc not only on the stock market but the mindset of people around the world. MCG provides unique insight on how to mitigate these risks to possibly ensure a bright economic future.
If you are looking for a pi coin investor. Then look no further because I have the right one he is a pi vendor (he buy and resell to whales in China). I met him on a crypto conference and ever since I and my friends have sold more than 10k pi coins to him And he bought all and still want more. I will drop his telegram handle below just send him a message.
@Pi_vendor_247
BYD SWOT Analysis and In-Depth Insights 2024.pptxmikemetalprod
Indepth analysis of the BYD 2024
BYD (Build Your Dreams) is a Chinese automaker and battery manufacturer that has snowballed over the past two decades to become a significant player in electric vehicles and global clean energy technology.
This SWOT analysis examines BYD's strengths, weaknesses, opportunities, and threats as it competes in the fast-changing automotive and energy storage industries.
Founded in 1995 and headquartered in Shenzhen, BYD started as a battery company before expanding into automobiles in the early 2000s.
Initially manufacturing gasoline-powered vehicles, BYD focused on plug-in hybrid and fully electric vehicles, leveraging its expertise in battery technology.
Today, BYD is the world’s largest electric vehicle manufacturer, delivering over 1.2 million electric cars globally. The company also produces electric buses, trucks, forklifts, and rail transit.
On the energy side, BYD is a major supplier of rechargeable batteries for cell phones, laptops, electric vehicles, and energy storage systems.
what is the future of Pi Network currency.DOT TECH
The future of the Pi cryptocurrency is uncertain, and its success will depend on several factors. Pi is a relatively new cryptocurrency that aims to be user-friendly and accessible to a wide audience. Here are a few key considerations for its future:
Message: @Pi_vendor_247 on telegram if u want to sell PI COINS.
1. Mainnet Launch: As of my last knowledge update in January 2022, Pi was still in the testnet phase. Its success will depend on a successful transition to a mainnet, where actual transactions can take place.
2. User Adoption: Pi's success will be closely tied to user adoption. The more users who join the network and actively participate, the stronger the ecosystem can become.
3. Utility and Use Cases: For a cryptocurrency to thrive, it must offer utility and practical use cases. The Pi team has talked about various applications, including peer-to-peer transactions, smart contracts, and more. The development and implementation of these features will be essential.
4. Regulatory Environment: The regulatory environment for cryptocurrencies is evolving globally. How Pi navigates and complies with regulations in various jurisdictions will significantly impact its future.
5. Technology Development: The Pi network must continue to develop and improve its technology, security, and scalability to compete with established cryptocurrencies.
6. Community Engagement: The Pi community plays a critical role in its future. Engaged users can help build trust and grow the network.
7. Monetization and Sustainability: The Pi team's monetization strategy, such as fees, partnerships, or other revenue sources, will affect its long-term sustainability.
It's essential to approach Pi or any new cryptocurrency with caution and conduct due diligence. Cryptocurrency investments involve risks, and potential rewards can be uncertain. The success and future of Pi will depend on the collective efforts of its team, community, and the broader cryptocurrency market dynamics. It's advisable to stay updated on Pi's development and follow any updates from the official Pi Network website or announcements from the team.
What website can I sell pi coins securely.DOT TECH
Currently there are no website or exchange that allow buying or selling of pi coins..
But you can still easily sell pi coins, by reselling it to exchanges/crypto whales interested in holding thousands of pi coins before the mainnet launch.
Who is a pi merchant?
A pi merchant is someone who buys pi coins from miners and resell to these crypto whales and holders of pi..
This is because pi network is not doing any pre-sale. The only way exchanges can get pi is by buying from miners and pi merchants stands in between the miners and the exchanges.
How can I sell my pi coins?
Selling pi coins is really easy, but first you need to migrate to mainnet wallet before you can do that. I will leave the telegram contact of my personal pi merchant to trade with.
Tele-gram.
@Pi_vendor_247
The secret way to sell pi coins effortlessly.DOT TECH
Well as we all know pi isn't launched yet. But you can still sell your pi coins effortlessly because some whales in China are interested in holding massive pi coins. And they are willing to pay good money for it. If you are interested in selling I will leave a contact for you. Just telegram this number below. I sold about 3000 pi coins to him and he paid me immediately.
Telegram: @Pi_vendor_247
how can i use my minded pi coins I need some funds.DOT TECH
If you are interested in selling your pi coins, i have a verified pi merchant, who buys pi coins and resell them to exchanges looking forward to hold till mainnet launch.
Because the core team has announced that pi network will not be doing any pre-sale. The only way exchanges like huobi, bitmart and hotbit can get pi is by buying from miners.
Now a merchant stands in between these exchanges and the miners. As a link to make transactions smooth. Because right now in the enclosed mainnet you can't sell pi coins your self. You need the help of a merchant,
i will leave the telegram contact of my personal pi merchant below. 👇 I and my friends has traded more than 3000pi coins with him successfully.
@Pi_vendor_247
Abhay Bhutada Leads Poonawalla Fincorp To Record Low NPA And Unprecedented Gr...Vighnesh Shashtri
Under the leadership of Abhay Bhutada, Poonawalla Fincorp has achieved record-low Non-Performing Assets (NPA) and witnessed unprecedented growth. Bhutada's strategic vision and effective management have significantly enhanced the company's financial health, showcasing a robust performance in the financial sector. This achievement underscores the company's resilience and ability to thrive in a competitive market, setting a new benchmark for operational excellence in the industry.
what is the best method to sell pi coins in 2024DOT TECH
The best way to sell your pi coins safely is trading with an exchange..but since pi is not launched in any exchange, and second option is through a VERIFIED pi merchant.
Who is a pi merchant?
A pi merchant is someone who buys pi coins from miners and pioneers and resell them to Investors looking forward to hold massive amounts before mainnet launch in 2026.
I will leave the telegram contact of my personal pi merchant to trade pi coins with.
@Pi_vendor_247
when will pi network coin be available on crypto exchange.DOT TECH
There is no set date for when Pi coins will enter the market.
However, the developers are working hard to get them released as soon as possible.
Once they are available, users will be able to exchange other cryptocurrencies for Pi coins on designated exchanges.
But for now the only way to sell your pi coins is through verified pi vendor.
Here is the telegram contact of my personal pi vendor
@Pi_vendor_247
how to swap pi coins to foreign currency withdrawable.DOT TECH
As of my last update, Pi is still in the testing phase and is not tradable on any exchanges.
However, Pi Network has announced plans to launch its Testnet and Mainnet in the future, which may include listing Pi on exchanges.
The current method for selling pi coins involves exchanging them with a pi vendor who purchases pi coins for investment reasons.
If you want to sell your pi coins, reach out to a pi vendor and sell them to anyone looking to sell pi coins from any country around the globe.
Below is the contact information for my personal pi vendor.
Telegram: @Pi_vendor_247
how to swap pi coins to foreign currency withdrawable.
Promoting Effective Teaching and Learning Ecosystems via Research Proven Practice
1. ELI 2016 Annual Meeting Leadership Seminar (Day 1)
Promoting Effective Teaching and Learning
Ecosystems via Research Proven Practice
http://www.educause.edu/eli/events/eli-annual-meeting/program/leadership-seminar
• Tanya Joosten, PhD, Director, eLearning Research and Development,
University of Wisconsin-Milwaukee
• Diane Reddy, PhD, Professor, Psychology, University of Wisconsin-
Milwaukee
• Ray Flemming, PhD, Professor, Psychology, University of Wisconsin-
Milwaukee
3. What is the question?
Specifically, what do you want to know or hope to
learn about online, blended or flipped, or
competency-based education?
Let’s develop a draft research question.
eli2016.wikispaces.com
11. National Research Center for
Distance Education and Technological
Advancements (DETA)
Tanya Joosten, DETA Co-Director and PI, @tjoosten,
tjoosten@uwm.edu
Diane Reddy, DETA Co-Director and PI, reddy@uwm.edu
12. Area of investigation
guided by
overarching
research questions
•Gather
pertinent
literature
Formulate
hypotheses to be
tested
• Identify
variables and
their direction
Design study
• Develop measures
and
instrumentation to
test hypotheses
Conduct the study
and analyze results
• Collect data and
analyze results
across
institutions
Research models
16. In understanding student success in distance
education, we as a field need to have a
consistent understanding of student success
across programs and institutions, including
identifying shared desired outcomes. In
considering this need, what are the research
questions that will assist us in identifying key
factors impacting these shared desired
outcomes to best enhance the understanding
of distance education across institutions and
populations?
17. Research questions
Defined
What are the different design components (content, interactivity,
assessments) that impact student learning?
What patterns of behaviors lead to increased student learning for different
populations?
What support structures are critical to providing quality access to online
instruction?
Exploratory (Interpretive)
What are the definitions of success from students’ perspective?
How can we define and measure student success beyond traditional
outcomes?
What is the currency of student learning beyond the existing credit hours?
What are the key components that promote a sustainable and an effective
teaching and learning ecosystem?
24. In consideration of the research questions
proposed in enhancing our understanding
of the key factors, what variables should
be included in the framework of inquiry to
help us answer these questions
surrounding distance education and
technological advancements?
26. Shared measures –
Student performance is
based on numerical
representation of grade
converted to a 4.0 scale
received in the course on
assessments and as an
overall grade.
RQs - What are the
different design
components (content,
interactivity, assessments)
that impact student
learning?
51. Started with Systematic Inquiry
Same content & textbook
Objective performance outcomes
Intervention Comparison
52. Examined Pre-existing Differences between
Intervention and Comparison Students
Variables that could possibly affect
student success & learning
53. Checked for Differences in Percent of Racial/Ethnic
Students Showing Gaps in Graduation
60%
48.3%
37.4%
37.2%
White
Hispanic
African American
American Indian/Alaskan
Native
Six-Year Graduation Rates
Undergraduates Enrolling in 4-Year Institutions for the First Time
Ginder, S.A. & Kelly-Reid, J.E. (2013). Enrollment in postsecondary institutions, fall 2012; Financial statistics, fiscal year 2012; Graduation rates,
selected cohorts, 2004-09, and employees in postsecondary institutions, fall 2012: First look (provisional data) (NCES 2013-183). Washington, DC:
National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2013/2013183.pdf
54. Checked for Differences in the Percent of
Pell Grant Eligible Students
Family Income
Top Quartile
Family Income
Bottom Quartile
All students had SAT-equivalent scores in top quartile
82% 44%
Carnevale, A. P., & Strohl, J. (2010). How increasing college access is increasing inequality, and what to do about it. In R. Kahlenberg
(Ed.), Rewarding strivers: Helping low-income students succeed in college (pp. 71-190). New York, NY: The Century Foundation.
55. Checked for Differences in Percent of
Academically Underprepared Students
ACT composite < 19
Cumulative college GPA < 2.0
ACT College Readiness Benchmarks:
https://www.act.org/solutions/college-career-readiness/college-readiness-benchmarks/
56. Secured Campus Leaders’ Support
Waived online course fee
Set section sizes to be equivalent
Controlled classroom assignment
Hid study sections in Schedule of Classes
Enrolled students
Recruited students with campus email
59. n=1128
No
No
No Yes
Yes
YesFinancial hold? n=1121
Academic hold? n=1117
n=1036 n=81
n=4
n=7
Repeating course?
Flow Diagram of Recruitment
http://www.consort-statement.org
60. n=1128
No
No
No
No Yes
Yes
Yes
YesFinancial hold? n=1121
Academic hold? n=1117
n=1036
n=1034 n=2
n=81
n=4
n=7
Repeating course?
Under 18?
Flow Diagram of Recruitment
http://www.consort-statement.org
61. n=1128
No
No
No
No
No Yes
Yes
Yes
Yes
YesFinancial hold? n=1121
Academic hold? n=1117
n=1036
n=1034
n=980 n=54
n=2
n=81
n=4
n=7
Repeating course?
Under 18?
Schedule conflict?
Flow Diagram of Recruitment
http://www.consort-statement.org
62. n=1128
No
No
No
No
No Yes
Yes
Yes
Yes
YesFinancial hold? n=1121
Academic hold? n=1117
n=1036
n=1034
n=980 n=54
n=2
n=81
n=4
n=7
Repeating course?
Under 18?
Schedule conflict?
Yes n=22Non=958Credit overload?
http://www.consort-statement.org
Flow Diagram of Recruitment
64. Students Randomized to Instructional Condition
with Equal Distribution of At-Risk Students
Chi, M. T. H., & Wylie, R. (2014). The ICAP Framework: Linking cognitive engagement
to active learning outcomes. Educational Psychologist, 49 (4), 219-243.
DOI: 10.1080/00461520.2014.965823
Intervention
Concept Mastery
&
Proactive Support
Online
Intervention
Concept Mastery
Online
Intervention
Proactive Support
Online
Business-as-
Usual
Student-centered
Instruction
Face-to-Face
65. Checked for Fidelity throughout Study
Trained Instructors
Created Manual & Implementation Rubric
Checked Fidelity
- classes & course sites
- email correspondence (shared folders)
- conversations with instructors
Other ideas in DETA Toolkit
67. Maximizing Student Survey Response Rates
Sent repeated reminders
attended to visual design, content, writing style
conveyed reasons for & importance of completing
survey
sent to class sections & then to individuals
See DETA Toolkit for example email reminders
69. What is your research question?
What variables will be examined?
Define.
How will you measure the variable?
Who/How will the data be collected?
Who/How will the data be analyzed?
What tools or support do you need to
complete the research?
wcet15.wikispaces.com
73. ELI 2016 Annual Meeting Leadership Seminar (Day 2)
Promoting Effective Teaching and Learning
Ecosystems via Research Proven Practice
http://www.educause.edu/eli/events/eli-annual-meeting/program/leadership-seminar
• Tanya Joosten, PhD, Director, eLearning Research and Development, University of
Wisconsin-Milwaukee
• Laura Pedrick, Executive Director, UWM Online, University of Wisconsin-Milwaukee
• Simone Conceicao, PhD, Professor, Administrative Leadership, University of
Wisconsin-Milwaukee
74. Learning objectives
Discuss leadership challenges in gathering
evidence of key factors that impact student
outcomes
Brainstorm ideas for motivating and
incentivizing faculty and staff
Explore key factors and effective use cases
in faculty development and instructional
design
75. Share effective institutional practices for
research and teaching
Reflect on and revise research plan
76. Activity 1
“Challenge Points”
What are potential challenges of conducting
research on your campus? What are
potential solutions to these challenges?
http://eli2016.wikispaces.com/Day+2
77. Activity 2
Implementing New Practices
How can we facilitate implementation of
new instructional and institutional practices?
http://eli2016.wikispaces.com/Day+2
78. ELI 2016 Annual Meeting Leadership Seminar (Day 3)
Promoting Effective Teaching and Learning
Ecosystems via Research Proven Practice
http://www.educause.edu/eli/events/eli-annual-meeting/program/leadership-seminar
• Tanya Joosten, PhD, Director, eLearning Research and Development,
University of Wisconsin-Milwaukee
• Roger O. Smith, PhD, Professor, Occupational Science and Technology;
Director, R2D2 Center, University of Wisconsin-Milwaukee
79. Learning objectives
Describe key disability factors included in
current or planned projects.
Identify possible effects of including or
excluding disability factors on the overall
research questions.
List possible actions for managing
unintended disability related factors in
studies.
81. Goal 7:
Include Disability in All Aspects of the DETA Center’s Research
Activities
R2D2 Center
The R2D2 Center performs interdisciplinary basic research investigations, applied research and
development, and innovative instruction related to technology and disability.
http://www.r2d2.uwm.edu/
Access-ED
The ACCESS-ed Website presents products and resources for the implementation of universal
design on post-secondary campuses. In addition to products created by R2D2, the website
compiles and indexes a database of universal design resources from other available
sources to incorporate a comprehensive set of information and resources. http://access-
ed.r2d2.uwm.edu/
82. Goal 7:
Include Disability in All Aspects of the DETA Center’s Research
Activities
DETA Project Resources in Research Toolkit
• Embedded disability variables and variable sets
• Survey questions with branching elicitation templates
3 Survey Tools (example templates)
• 1) Impairments
• 2) COURSE (course features)
• 3) Interventions.
83. Activity
How can eLearning research support
access for students with disabilities?
http://eli2016.wikispaces.com/Day+3
Editor's Notes
Tanya
Identify the problem, specifically what you hope to learn through researching your online program- develop a draft research question
So, we know one way we can provide access is by offering multiple pathways or options to obtaining a degree.
Student are allowed to push time
Courses from k-12 and post secondary/higher ed are based on a system of time and credit hours. Yet, as we live in a time that is much more hectic, with greater demands on our time due to changes in our society (two income households, more students, if not all, are working students, more undergraduates coming with families and jobs), we see that technology can help us become more efficient and overcome some of these barriers. Mediated learning opportunities, such as CBE, Online, and Blended, offer new pathways to degree providing students an access to an education that provides them more flexibility to manage their time and their lives.
However, these alternate forms of mediated learning have been questions through the decades, which has often raised the question of quality.
F2F to online
Mode comparison
research indicates that there was little difference in student satisfaction (Allen et al., 2002; Castle & McGuide, 2010; Lim, Morris, & Kupritz, 2006) and learning (Allen et al., 2004; Park & Gemino, 2001).
However, as Dziuban and Picciano (2015) discuss the “no significant difference phenomenon” refering to Roberts (2007) where they allude to the idea that research in online learning as “a kind of collective amnesia surrounds changes that happened over a more distant time frame. We tend to trust what we have seen for ourselves and thus dismiss events that occurred in the more distant past” (p. 13). Some researchers in disciplines newer to online learning tend to replicate the same studies with very little new to contribute to the understanding of the phenomenon.
Moore and Kearsley (2011) mention “…one of the major threats to good practice as well as to good scholarship in distance education is the common failure of the newcomers to the field to understand what a depth of knowledge there is” (p. xvi). More recently, some practitioners and researchers realized to better understand online learning they need to look more at process variables and build off of the previous decades of research.
Ensuring quality isn’t about comparing f2f and online…ensure quality is more. We know that F2F is not the gold standard either. There is good f2f and bad f2f, good and bad online…now, let’s ensure all education is good, quality education.
The online medium brings many new questions to an instructor. It is no longer about just how do I put my lectures and exams online. Well, those probably should have never been the questions.
The transformation becomes just as much, if not more, about the pedagogy and social processes in the classroom as it does about the technology.
…to identify outcomes and influences on all students.
We want to identify key factors that are impacting our desired outcomes.
Specifically, we look to examine the effectiveness of education interventions across courses, programs, and institutions
We would like to follow WWC standards by conducting Randomized Controlled Trials and Quasi-Experimental Designs when possible
Thanks for coming….
We need to speak the same language…
We will accomplish our objectives through 7 goals and an array of activities by developing a research infrastructure that considers practice, instructional and research, and technological consideration in developing a national collaborative for DE research recognizing, again, the interrelatedness of research and pedagogy.
See p. 8 Table 11
Provide Justification for year 1 goal
Discuss each activity for year 1 goal
2. Determine desired outcomes
3. Identify research questions to facilitate cross-institutional research
4. Establish framework of inquiry, including common variables
Moving forward:
5. Formulate measures
6. Establish research instrumentation and methodology
Transition: Now, let’s talk more specifically about our first activity as we are launching this grant.
Once of our first activities was to bring experts from around the country to assist us in developing a research model impacting our research agenda that will be conducted in year 2 of the grant. We want to bring some coherency to the field of distance education research and use that foundation to guide our research as part of this grant.
We hope our work today will assist us in developing research toolkits that will drive cross-institutional distance education research in year 2 of our grant.
These research toolkits will have priority research questions to be answered, a framework of inquiry including variables and shared measures, guidance in methodology including instrumentation, data mining techniques, and sample syntax, and more.
As part of the grant, we think of success as providing students access to quality learning, while leaving them satisfied with their experiences.
Desired Outcomes
Access
All learners who wish to learn online can access learning in a wide array of programs and courses,1 particularly underrepresented, those with disabilities and minorities.2 An essential component in distance education is a comprehensive infrastructure for learning that provides all individuals with the resources they need when and where they are needed. The underlying principle is that infrastructure includes people, instructional resources, processes, learning resources, policies, broadband, hardware, and software. It brings state-of-the art technology into learning to enable, motivate, and inspire all students, regardless of background, languages, or disabilities, to achieve.4
Data can be collected by examining administrative and technical infrastructure, which provides access to all prospective and enrolled learners. Access quality metrics are used for information dissemination, learning resource delivery, and tutoring services.1 Other possibilities include data gathered from student information systems, from student perception surveys, or objective accessibility ratings of online courses and programs.
Learning effectiveness
Learning effectiveness indicates a demonstration that learning outcomes were met or exceeded standards.1 This includes areas of study with research outcomes focusing on student success in achieving learning outcomes2 and other potential indicators of achievement (success, failure, achievement gains, academic achievement, improvement).3 Moreover, learning effectiveness could also include topics of retention (of content) and retention in a course (sometimes called attrition) or program (degree completion).
Typically data are gathered through direct assessment of student learning (e.g. overall grades, exam grades, or other assessments), faculty perception surveys, faculty interviews comparing learning effectiveness in delivery modes, and student focus groups or interviews measuring learning gains.1 Additionally, requests for new and better ways to measure what matters include concurrent data collection. Here, focusing on diagnosing strengths and weakness during the course of learning provides the opportunity for more immediate improved student performance. Furthermore, these technology-based assessments provide the opportunity to allow data to drive decisions on the basis of what is best for each and every student based on their unique attributes and interactivity in class.4 Other possibilities include data gathered from student information systems or from student perception surveys.
Satisfaction
Faculty are pleased with teaching online, citing appreciation and happiness. Students are pleased with their experiences in learning online, including interaction with instructors and peers, learning outcomes that match expectations, services, and orientation.1
Faculty and student surveys can indicate equal or growing satisfaction to traditional forms of learning. Other metrics can include repeat teaching of online courses by individual faculty and increase in percentage of faculty teaching online showing growing endorsement. Qualitative methods can include interviews, focus groups, testimonials with faculty, staff (including advisors and tutors), and/or students.1
Instructional effectiveness
Instructional effectiveness indicates the quality of education meets program, institutional, and national standards.1 The focus is on what and how we teach to match what people need to know, how they learn, where and when they will learn, and who needs to learn.4 The areas of study might include instructional improvement, program effectiveness, administrator effectiveness, curriculum evaluation, educational quality, outcomes of education programs, and instructional media.3 Additionally, instructional effectiveness is not limited to instruction provided inside the classroom, but extends itself to instructional support or supplemental instruction and guidance provided through institutional services or through staff and individuals outside of the classroom.
Traditionally, as in face-to-face delivered courses, student ratings of instructional effectiveness are collected. However, typically these standards in distance education and online learning are communicated in a course or program rubric (e.g., UC Chico, QM) which is administered through an objective rating of a course or program in addition to traditional methods. Recent work looks to gather this data through student perceptions of instructional effectiveness through course and program rubrics converted to student surveys. Other possibilities include objective ratings of online course and program design and instructional delivery.
References:
1. Online Learning Consortium, 5 Pillars
2. U.S. Department of Education, Application for Grants
3. What Works Clearinghouse
4. National Ed Tech Plan, U.S. Department of Education
Provide Justification for year 1 goal
Discuss each activity for year 1 goal
1. Host national summit
2. Determine desired outcomes
3. Establish framework of inquiry
4. Formulate measures
5. Establish research instrumentation
Transition: Now, let’s talk more specifically about our first activity as we are launching this grant.
*** THIS IS THE AGENDA COPY AND PASTED FROM OEB, NOT SURE EXACT TIMELINE FOR ELI ***
8:30-9:15 Idea generation and brainstorming activities
9:15-9:30 Break
9:30-10:15 Idea generation and brainstorming activities
10:15-10:30 Break
10:30-10:45 Vote: Consensus gathering and prioritization through online polling
10:45-11:00 Summary and next steps
Provide Justification for year 1 goal
Discuss each activity for year 1 goal
1. Host national summit
2. Determine desired outcomes
3. Establish framework of inquiry
4. Formulate measures
5. Establish research instrumentation
Transition: Now, let’s talk more specifically about our first activity as we are launching this grant.
What are your variables?
Consider -- How will you measure them? What data are available for you collect? How are they defined?
Once of our first activities was to bring experts from around the country to assist us in developing a research model impacting our research agenda that will be conducted in year 2 of the grant. We want to bring some coherency to the field of distance education research and use that foundation to guide our research as part of this grant.
We hope our work today will assist us in developing research toolkits that will drive cross-institutional distance education research in year 2 of our grant.
These research toolkits will have priority research questions to be answered, a framework of inquiry including variables and shared measures, guidance in methodology including instrumentation, data mining techniques, and sample syntax, and more.
Provide Justification for year 1 goal
Discuss each activity for year 1 goal
1. Host national summit
2. Determine desired outcomes
3. Establish framework of inquiry
4. Formulate measures
5. Establish research instrumentation
Transition: Now, let’s talk more specifically about our first activity as we are launching this grant.
*** THIS IS THE AGENDA FROM OEB COPY AND PASTED, NOT SURE THE TIMELINE FOR ELI ***
9:30-10:15 Idea generation and brainstorming activities
10:15-10:30 Break
10:30-10:45 Vote: Consensus gathering and prioritization through online polling
10:45-11:00 Summary and next steps
Provide Justification for year 1 goal
Discuss each activity for year 1 goal
1. Host national summit
2. Determine desired outcomes
3. Establish framework of inquiry
4. Formulate measures
5. Establish research instrumentation
Transition: Now, let’s talk more specifically about our first activity as we are launching this grant.
So, we developed a list of RQs and a list of variables, which informed the framework of inquiry. All of these activites led to the research toolkit. Let’s take a deep dive into the toolkit.
1. Host national summit
2. Determine desired outcomes
3. Establish framework of inquiry
4. Formulate measures
5. Establish research instrumentation
Transition: Now, let’s talk more specifically about our first activity as we are launching this grant.
Now, as mentioned, the toolkits are a year 2 activity that has already taken place, to assist us in our primary year 2 goal -- Collect data by replicating research models at the course, program, and institutional level
Let’s talk in a bit more detail how the contents of the toolkits are going to help make this happen…
9:15-9:30 Vote and Break
9:30-10:15 Idea generation and brainstorming activities
The research toolkits produced from year 1 activities will be used by our research fellows, institutional partners, CBEN institutions
Furthermore, they will provide the guides and tools necessary too facilitate rigorous cross institutional research from experimental and survey designed studies gathering data from in-class assessment, survey packets, and student information system or data warehoused student data.
Note: Do not go into detail until slide 22
Now, let’s talk about the potential for you to get funding to collaborate with us….
Request for proposals for DETA subgrant awards is available in the research toolkit in Section 1. You will find background information, grant participation requirements, proposal requirements, and proposal review criteria.
The goal with the process is not to build hurdles in obtaining funding and support, but to ensure rigorous cross-institutional research and data collection and address audiences of interest
Goal 2 activities
2. Evaluate pilot grant proposal submissions
3. Engage research fellows in research projects
4. Ensure data collection addresses audiences of interest
The first goal of the grant activities is to develop research models for online learning that provide guidance in the practice of distance education research. The models were intended to facilitate the exploration of instructional practices, inform future instructional practices, serve as a model for future research practices across educational institutions, and enhance consistency in the field. In the development process, it became clear that a more general research model was needed to represent the various research models and designs that would be deployed as part of the DETA research efforts rather than several specific research models.
More information is available in the toolkit or on our website.
Diane could discuss methodological considerations – how it can help them do research, etc.
She could mention WWC standards
Tanya can discuss gathering data through SIS and Surveys
Diane can mention how these will compliment experimental studies
Tanya can discuss how codebooks will help with data merging and how these are iterative…they will be improved once partners are identified and as data acquisition and merging
So, we developed a list of RQs and a list of variables, which informed the framework of inquiry. All of these activites led to the research toolkit. Let’s take a deep dive into the toolkit.
1. Host national summit
2. Determine desired outcomes
3. Establish framework of inquiry
4. Formulate measures
5. Establish research instrumentation
Transition: Now, let’s talk more specifically about our first activity as we are launching this grant.
Coming from the communication field and thinking of the transactional model of communication, I am thinking through a model of distance education, blended and online education. Or, actually, all learning – as a social process.
We make strategic choices about how we want interactions in class and out of class to support desired student and program/institutional outcomes. These strategic choices can be thought of as interventions – instructional or pedagogical and/or programmatic and institutional interventions. The choices are with hopes to positively influence student interactions with content, each other, instructors, and supporting staff to impact student outcomes/success.
Coming from the communication field and thinking of the transactional model of communication, I am thinking through a model of distance education, blended and online education. Or, actually, all learning – as a social process.
We make strategic choices about how we want interactions in class and out of class to support desired student and program/institutional outcomes. These strategic choices can be thought of as interventions – instructional or pedagogical and/or programmatic and institutional interventions. The choices are with hopes to positively influence student interactions with content, each other, instructors, and supporting staff to impact student outcomes/success.
Provide Justification for year 1 goal
Discuss each activity for year 1 goal
1. Host national summit
2. Determine desired outcomes
3. Establish framework of inquiry
4. Formulate measures
5. Establish research instrumentation
Transition: Now, let’s talk more specifically about our first activity as we are launching this grant.
Provide Justification for year 1 goal
Discuss each activity for year 1 goal
1. Host national summit
2. Determine desired outcomes
3. Establish framework of inquiry
4. Formulate measures
5. Establish research instrumentation
Transition: Now, let’s talk more specifically about our first activity as we are launching this grant.
Thanks to all of you for funding your travel to join the DETA partners here at ELI and share your knowledge and expertise in this area to ensure we have a well informed research model moving forward.
Thanks to ELI for hosting us at their annual meeting. We greatly appreciate the efforts of their staff in helping us make this event a success.
Enjoy the conference.