The webinar discussed several effective practices for online and blended education. Dr. Bob Blomeyer presented on the Online Educator Self-Efficacy Survey (OESES), a valid and reliable tool for assessing online educator professional development. Research shows the OESES effectively measures changes in educator self-efficacy after completing online training. Dr. Len Bogner and Dr. Bucky Dodd discussed blended education at the University of Central Oklahoma, emphasizing flexibility, choice in learning strategies, and connecting delivery modes to enhance student engagement. Dr. Owen Hall presented on conditional release technologies, which provide self-paced, modularized content to supplement management education.
Are more of your students enrolling in Online or Blended classes? Do you have the skills needed to develop and facilitate interactive online courses based on strong pedagogical principles? Do you need guidance adapting to the rapidly changing technologies required in a digital learning environment?
Join the upcoming Sloan-C Certificate Program Webinar to learn more about Sloan-C Online Teaching Certificate and Sloan-C Advanced Teaching Certificate program options that can meet these online teaching needs.
Sloan-C currently has two different certificate programs based on the Sloan-C pillars of quality in online education—learning effectiveness, scale, faculty and student satisfaction, and access.
These research-grounded, practical Certificates include:
Sloan-C Online Teaching Certificate
Online Program – 4 Start Dates Remain in 2014
The Sloan-C Online Teaching Certificate prepares educators to teach and improve online courses with one to one support from an experienced mentor that you select to work with you throughout the duration of the program. Key learning opportunities include a foundation course, three selected electives and a capstone application of key certificate concepts and skills.
Sloan-C Advanced Teaching Certificate
The Sloan-C Advanced Online Teaching Certificate supports educators as they fine tune existing distance learning courses (and/or degree programs) using the Sloan-C Pillars of Quality in Online Education—learning effectiveness, scale, faculty and student satisfaction, and access. This program assumes foundational online teaching expertise and is distinguished by a blended format: face to face collaboration at a Sloan-C conference, continued by online interactions and feedback.
Each Advanced Certificate Program cohort kicks-off at one of the three 2014 Sloan-C Conferences .
Whether you want explore a new teaching tool or learn strategies for improving teaching effectiveness, OLC has the workshop for you. Come learn about our 2015 online professional development offerings! Q & A welcome.
It’s not too early to plan your 2015 New Year’s Resolution! This webinar is a great opportunity to learn more about ways that the 2015 OLC Institute for Learning offerings can help you continue your professional development.
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
What’s holding you back from growing your online presence? Based on research with hundreds of your peer institutions, this session will explore how the use of collaboration tools, mobility, and more will be changed by shifts in student demands and the fight to attract and retain students. During this session at BbWorld14 on July 16, 2014 led by a panel of academic technologists, learn how leading schools are thinking about online learning in the future and what you should be thinking about as part of your long term strategy. (This is based on a webinar held in April of 2014 that was very popular, archive available at http://www.jasonrhode.com/trends-in-online-learning-april-2014)
Designing Exemplary Online Courses in BlackboardJason Rhode
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
Are more of your students enrolling in Online or Blended classes? Do you have the skills needed to develop and facilitate interactive online courses based on strong pedagogical principles? Do you need guidance adapting to the rapidly changing technologies required in a digital learning environment?
Join the upcoming Sloan-C Certificate Program Webinar to learn more about Sloan-C Online Teaching Certificate and Sloan-C Advanced Teaching Certificate program options that can meet these online teaching needs.
Sloan-C currently has two different certificate programs based on the Sloan-C pillars of quality in online education—learning effectiveness, scale, faculty and student satisfaction, and access.
These research-grounded, practical Certificates include:
Sloan-C Online Teaching Certificate
Online Program – 4 Start Dates Remain in 2014
The Sloan-C Online Teaching Certificate prepares educators to teach and improve online courses with one to one support from an experienced mentor that you select to work with you throughout the duration of the program. Key learning opportunities include a foundation course, three selected electives and a capstone application of key certificate concepts and skills.
Sloan-C Advanced Teaching Certificate
The Sloan-C Advanced Online Teaching Certificate supports educators as they fine tune existing distance learning courses (and/or degree programs) using the Sloan-C Pillars of Quality in Online Education—learning effectiveness, scale, faculty and student satisfaction, and access. This program assumes foundational online teaching expertise and is distinguished by a blended format: face to face collaboration at a Sloan-C conference, continued by online interactions and feedback.
Each Advanced Certificate Program cohort kicks-off at one of the three 2014 Sloan-C Conferences .
Whether you want explore a new teaching tool or learn strategies for improving teaching effectiveness, OLC has the workshop for you. Come learn about our 2015 online professional development offerings! Q & A welcome.
It’s not too early to plan your 2015 New Year’s Resolution! This webinar is a great opportunity to learn more about ways that the 2015 OLC Institute for Learning offerings can help you continue your professional development.
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
What’s holding you back from growing your online presence? Based on research with hundreds of your peer institutions, this session will explore how the use of collaboration tools, mobility, and more will be changed by shifts in student demands and the fight to attract and retain students. During this session at BbWorld14 on July 16, 2014 led by a panel of academic technologists, learn how leading schools are thinking about online learning in the future and what you should be thinking about as part of your long term strategy. (This is based on a webinar held in April of 2014 that was very popular, archive available at http://www.jasonrhode.com/trends-in-online-learning-april-2014)
Designing Exemplary Online Courses in BlackboardJason Rhode
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
Establishing Quality Standards For Faculty Development In Teaching Online Cou...Gail Hodge
The University of Dubuque (UD) completed its second year of offering online courses to undergraduate students. In this time, UD has learned several valuable lessons in the delivery of quality online courses that include faculty development, support services, quality assurance checks, and 360-assessment. This presentation addresses several of these lessons.
Social Teaching Strategies for Engaging Today's Active LearnerJason Rhode
The prevalence and widespread use of social media tools make possible a seemingly endless array of ways to share ideas and build new knowledge. During this keynote presentation on March 29, 2013 at Western Illinois University Symposium on Teaching, Research, and Creative Activities by Jason Rhode, we considered how students today are using social media in their daily lives and explore together how social media can be used to actively engage students in the learning process, both in and outside the classroom. A social teaching framework was shared as well as principles and best practices for leveraging social media in teaching and learning. Participants were encouraged to bring their own device to actively participate in the conversation!
Online and mobile versions of the handout accompanying the slides is available at http://j.mp/socialteaching
Session hashtag, for tweeting or other social media uses: #socialteaching
Northern Illinois University: Success with Blackboard Collaborate, Blackboard...Jason Rhode
During this presentation at BbWorld 2012, my colleague from NIU, Vance Moore, and I were joined by Rajeev Arora, V.P. for Marketing & Strategy at Blackboard Collaborate, and discussed how NIU has harnessed the power of multiple Blackboard platforms to create a smooth-yet-powerful online learning environment.
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Presented workshop at Distance Teaching and Learning conference on 8.12.14 with Dylan Barth and Nicole Weber
Visit DTL2014.wikispaces.com for more info
Forging Stronger Partnerships Between Teachers and Students - Abigail Joy Rod...Blackboard APAC
At only 15 months after its adoption of Blackboard Learn, Malayan Colleges Laguna (MCL) has been breaking barriers in learning and creating new paths for student achievement. In this presentation, they will share about their experiences in adoption, the solutions that surfaced after a school-wide adoption of Blackboard Learn,their tiny victories in attempting to curb resistance in the adoption of a new learning management system, and, more importantly, the partnerships that they have forged this far into the journey. They understand that institutions in the earlier stages of adoption experience similar difficulties and they hope to ease each other's burdens by sharing lessons, solutions and triumphs.
Using Blackboard Mobile Learn to develop research skills through authentic le...Blackboard APAC
This session outlines the innovative use of Blackboard Mobile learn in a blended, project-based task as part of a high-level academic skills course. The use of this tool enabled the redefinition of task design <i>(Puentedura, 2014)</i> in the form of a collaborative, situated, mobile learning experience (Pegrum, 2014).
The project highlights the value of learner- centred task design in developing research skills, and motivating and engaging students in authentic and meaningful learning experiences. This session will be of interest to educational designers and lecturers leveraging project-based approaches, mobile learning experiences, and learner-generated content.
What we have learned in 13 years of using Blackboard - Debbie Williams & Geof...Blackboard APAC
Debbie Williams and Geoff Evans will explain how they use Blackboard Learn as a basis for Blended Learning. All the students are issued with an iPad Mini, and this, combined with the Blackboard Learn platform, provide the basis for all of the teaching and learning at the campus.
We will:
• Present how our courses are set up in Blackboard Learn
• Explain the Use of Grade Centre
• Demonstrate the use of Blackboard Learn in and out of class
• Explain the use of video
Our journey with the technology is enabling some teachers to flip their classrooms. We will explain how far this has progressed and the potential benefits and pitfalls for teachers of international students.
Presenter: Ciara Duffy
Organisation: South West College
Description: South West College have introduced a new student enhancement initiative called the “SWC Virtual Academy” which is student-centered, interactive, engaging and available 24/7.
The Academy, which is hosted on Blackboard Learn, provides a series of online programmes designed to prepare students for future employment by building their expertise in core skills using today’s most popular technologies. Students can choose from a wide variety of fully online or blended programmes including: Employability, Entrepreneurship, Business Start-up, Digital Skills and Study Skills. Over 10,000 digital badges have been awarded to students for the successful completion of individual courses/programs since September 2015. This session will encourage educators to reflect on how the student delivery models are evolving.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
Establishing Quality Standards For Faculty Development In Teaching Online Cou...Gail Hodge
The University of Dubuque (UD) completed its second year of offering online courses to undergraduate students. In this time, UD has learned several valuable lessons in the delivery of quality online courses that include faculty development, support services, quality assurance checks, and 360-assessment. This presentation addresses several of these lessons.
Social Teaching Strategies for Engaging Today's Active LearnerJason Rhode
The prevalence and widespread use of social media tools make possible a seemingly endless array of ways to share ideas and build new knowledge. During this keynote presentation on March 29, 2013 at Western Illinois University Symposium on Teaching, Research, and Creative Activities by Jason Rhode, we considered how students today are using social media in their daily lives and explore together how social media can be used to actively engage students in the learning process, both in and outside the classroom. A social teaching framework was shared as well as principles and best practices for leveraging social media in teaching and learning. Participants were encouraged to bring their own device to actively participate in the conversation!
Online and mobile versions of the handout accompanying the slides is available at http://j.mp/socialteaching
Session hashtag, for tweeting or other social media uses: #socialteaching
Northern Illinois University: Success with Blackboard Collaborate, Blackboard...Jason Rhode
During this presentation at BbWorld 2012, my colleague from NIU, Vance Moore, and I were joined by Rajeev Arora, V.P. for Marketing & Strategy at Blackboard Collaborate, and discussed how NIU has harnessed the power of multiple Blackboard platforms to create a smooth-yet-powerful online learning environment.
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Presented workshop at Distance Teaching and Learning conference on 8.12.14 with Dylan Barth and Nicole Weber
Visit DTL2014.wikispaces.com for more info
Forging Stronger Partnerships Between Teachers and Students - Abigail Joy Rod...Blackboard APAC
At only 15 months after its adoption of Blackboard Learn, Malayan Colleges Laguna (MCL) has been breaking barriers in learning and creating new paths for student achievement. In this presentation, they will share about their experiences in adoption, the solutions that surfaced after a school-wide adoption of Blackboard Learn,their tiny victories in attempting to curb resistance in the adoption of a new learning management system, and, more importantly, the partnerships that they have forged this far into the journey. They understand that institutions in the earlier stages of adoption experience similar difficulties and they hope to ease each other's burdens by sharing lessons, solutions and triumphs.
Using Blackboard Mobile Learn to develop research skills through authentic le...Blackboard APAC
This session outlines the innovative use of Blackboard Mobile learn in a blended, project-based task as part of a high-level academic skills course. The use of this tool enabled the redefinition of task design <i>(Puentedura, 2014)</i> in the form of a collaborative, situated, mobile learning experience (Pegrum, 2014).
The project highlights the value of learner- centred task design in developing research skills, and motivating and engaging students in authentic and meaningful learning experiences. This session will be of interest to educational designers and lecturers leveraging project-based approaches, mobile learning experiences, and learner-generated content.
What we have learned in 13 years of using Blackboard - Debbie Williams & Geof...Blackboard APAC
Debbie Williams and Geoff Evans will explain how they use Blackboard Learn as a basis for Blended Learning. All the students are issued with an iPad Mini, and this, combined with the Blackboard Learn platform, provide the basis for all of the teaching and learning at the campus.
We will:
• Present how our courses are set up in Blackboard Learn
• Explain the Use of Grade Centre
• Demonstrate the use of Blackboard Learn in and out of class
• Explain the use of video
Our journey with the technology is enabling some teachers to flip their classrooms. We will explain how far this has progressed and the potential benefits and pitfalls for teachers of international students.
Presenter: Ciara Duffy
Organisation: South West College
Description: South West College have introduced a new student enhancement initiative called the “SWC Virtual Academy” which is student-centered, interactive, engaging and available 24/7.
The Academy, which is hosted on Blackboard Learn, provides a series of online programmes designed to prepare students for future employment by building their expertise in core skills using today’s most popular technologies. Students can choose from a wide variety of fully online or blended programmes including: Employability, Entrepreneurship, Business Start-up, Digital Skills and Study Skills. Over 10,000 digital badges have been awarded to students for the successful completion of individual courses/programs since September 2015. This session will encourage educators to reflect on how the student delivery models are evolving.
Integrating deep learning skills into the curriculumLisa Harris
Slides for panel discussion at British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
Assessing OER impact across varied organisations and learners: experiences fr...Beck Pitt
This presentation was co-authored by Tim Coughlan (Nottingham), Beck Pitt (OU), Patrick McAndrew (OU) and Nassim Ebrahimi (Anne Arundel).
It was presented at OER13, Nottingham, UK which took place 26-27 March 2013.
Assessing OER impact across varied organisations and learners: experiences fr...OER Hub
This presentation was co-authored by Tim Coughlan (Nottingham), Beck Pitt (OU), Patrick McAndrew (OU) and Nassim Ebrahimi (Anne Arundel).
It was presented at OER13, Nottingham, UK which took place 26-27 March 2013.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
Towards an institutional framework to effectively support transitions to blen...Vicki Dale
Presentation by Vicki Dale, Josephine Adekola and Kerr Gardiner, University of Glasgow, to the ALT-C conference, University of Warwick, 6-8 September 2016
The Higher Ed Canvas: Connecting Challenges and ToolsChristina Sax
This slide deck provides a framework impacting the broad challenges facing higher education through the use of learning management system tools in the teaching and learning process.
FAPSC 2013 Annual Conference Presentation: Connecting with Online StudentsPatrick Ray
Practical discussion of methods for connecting with distance education students online. This powerpoint comes from my breakout session held at the 2013 FAPSC Conference in Miami, FL.
The College of Professional and Continuing Education (CPCE) Department at Wentworth Institute of Technology utilizes a large number of adjunct faculty members who often need professional development and networking opportunities to further develop their classroom facilitation techniques. With this in mind, a program was created to help adjunct faculty become well organized to their position through a reliable infrastructure, clearly identified performance expectations, consistent assessment methods, and effective communication, support and training. Join this session to learn strategies used in recruiting, onboarding, developing and maintaining faculty members for successful online and hybrid programs.
Mentoring For Impactful Learning: Creating Effective RelationshipsSandra Coswatte-Mohr
Are you effectively using a mentoring process with your faculty and students? Have you thought about setting up a mentor process and do not know how to get started? Learn how mentors in the Online Teaching Certificate Program at the Online Learning Consortium (formally Sloan-C) impact the learning process for faculty to improve their teaching skills.
Are you in the beginning stages of developing an online or blended class? This webinar provides an overview of the Sloan-C New to Online Workshop Series and how you can develop the skills you need to successfully design and deliver your class.
Join us to learn more about the New to Online Series, what to expect in a workshop, and how you can sign up to take part in an upcoming workshop. This webinar has no prerequisites and can be taken by anyone who is interested in improving the quality of their online course design and how to start teaching online.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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. Who is the Sloan Consortium?
The Sloan Consortium is an institutional and
professional leadership organization dedicated
to integrating online education into the
mainstream of higher education, helping
institutions and individual educators improve
the quality, scale, and breadth of education.
4. Peer Review Committee
• Effective Practice Awards Selection Committee
▫
▫
▫
▫
▫
▫
Dr. Angela M. Gibson
Dr. Laurie G. Hillstock
Phil Ice, Ed.D.
Dr. Kaye Shelton
Witt Salley
Shari Smith
6. Author(s)
• Dr. Bob Blomeyer, President
and CEO of Online Teaching
Associates
OESES Construct Validity Study
by:
• Dr. Dazhi Yang, Boise State
University
• Dr. Jui-Long Hung , Boise
State University
Presenter: Dr. Bob
Blomeyer
8. Measuring Impact from Online
Professional Development
The Online Educator Self-Efficacy Survey: A valid and
reliable assessment/program evaluation instrument.
• Validity - the degree to which the evidence
generated by an instrument supports the
interpretations of the evidence .
• Reliability - the consistency of the assessment
outcomes generated at different times.
• Three common types: content, construct and
Criterion (concurrent).
9. Construct Validity: OESES
1. The OESES instrument obtained high values on
traditional (Cronbach’s Alpha) and Rasch person / item
reliability tests – indicate high internal consistency.
2. Correlation of individuals’ total scores on the GSE and
OESES - indicate a strong positive correlation between
the two instruments.
3. Hung & Yang’s analysis suggests OESES effectively
assesses educator’s ability to support student success in
online educational environments.
Yang, Hung & Blomeyer – AERA 2013
http://tinyurl.com/orbp2ut
10. Application: Evaluating Professional
Development for Online Instructors
Comparison of Pre-Post Survey
Administrations:
Pre-test/post-test comparison
determined OTA-121 produced a
significant difference in the
participants’ attitudes measured by
pre-post administrations of OESES.
An unpaired t-test performed on
the pre-post survey scores for 344
cases found the following:
t= -35.3 / sdev= 0.557
degrees of freedom =671
The probability of this
result, assuming the null
hypothesis, is less than .0001.
13. Blended Education
• Strategic integration of multiple delivery
methods in a unified learning environment
• Classroom, Online, Self-Paced
Online, Interactive Video
• Enhance flexibility and “humanness”
• Enhance choice and adult learning strategies
14.
15. Evidence of Effectiveness
• Blended Education methods can help bridge
gaps between students and educational
opportunity
• Emphasis needs to be placed on the design of
connections between delivery modes and various
elements in the learning environment
• Additional focus should be given to learning
about enhancing connectedness among students
16. Application To Others
• Explore existing organizational opportunities for
using blended education strategies (multiple
delivery modes-unified learning experiences)
• Use what you have in creative ways
• Systems thinking beyond the “classroom”
• Find ways to make learning human – It doesn’t have
to be perfect, it has to relate and be authentic
18. Author(s)
• Dr. Owen P. Hall, Jr.
▫
▫
▫
▫
Professor Decision Sciences
Julian Virtue Professor
Rothschild Applied Research Fellow
Howard White Teaching Fellow
• Graziadio School of Business
Pepperdine University
19. Conditional Release Technologies
(CRT) for Management Education
• Self-paced supplemental learning
• Offered at a time and place
convenient to the student
• Progressive learning development
• Specialized course requirements
• Delivery of “bit-size” knowledge
units
• Intelligent tutor applications
21. Evidence of Effectiveness
• Students enjoy interactive and
progressive learning (Web 2.0)
• Exposing students to technology that
they will likely encounter in the business
community
• Monitoring student learning patterns
and achievements on a weekly basis
• Students found themselves generally
more engaged in the tutorials that gave
them the highest level of bandwidth and
engagement
22. Application To Others
• CRT fully compatible with LMS (e.g., Sakai)
• CRT supports the changing face of
management education (Web 2.0)
• CRT provides content and knowledge at a
time and place convenient to the student
• Entering and continuing students need
familiarization with selected business
principles
• Intelligent tutors help enhance CRT learning
outcomes
24. Author(s)
•
•
•
•
Kelvin Thompson, Ed.D.
Associate Director
Center for Distributed Learning
University of Central Florida
•
•
•
•
Baiyun Chen, Ph.D.
Instructional designer
Center for Distributed Learning
University of Central Florida
25. Enhancing Faculty Development
Through Integrating the Teaching
Online Pedagogical Repository
• Reusable online teaching practices
• Faculty development strategies
• URL: http://topr.online.ucf.edu
• Creative Commons license
26. Evidence of Effectiveness
• UCF faculty development materials
• UCF shared in BlendKit and conferences
• Used by other institutions
• Tens of thousands of page views
27. Application To Others
• Public resource for online faculty and
instructional designers
• Resource for professional development
programs
• Creative Commons License
• Call for submissions: http://goo.gl/qTFbr5
29. Author
Michael Wilder
Instructional Design Coordinator
Destiny has led Michael on a dual career path of both education and
technology. The result is a hybrid individual with skills and perspectives
from both fields. He has worked as an educator and trainer in a variety of
environments, serving as an instructional designer, learning technologies
specialist, Blackboard administrator, journalist, magazine editor, and faculty
member. Michael is currently completing his Ph.D. in Educational
Psychology from the University of Nevada, Las Vegas.
E-mail: m1ch43lw1ld3r@gmail.com
Phone: 702-879-8454
Blog: http://www.vegas-times.com/litf/
Twitter: @michaelwilder
LinkedIn: http://www.linkedin.com/in/michaelwilder
30. Multiuser Blogging as an Educational Innovation
• Community of learning based upon Wordpress blogging
software and the BuddyPress plugin
• Enables student ownership of the learning environment
including look and feel, easy inclusion of multimedia, and
social media integration
• Provides opportunities for collaboration, peer
evaluation, and student-generated content
• A wealth of additional plugins that extend basic features to
include podcasting, mobile
access, gamification, badges, and location-based
learning
31. Evidence of Effectiveness
• Student evaluations
Student evaluations of the course indicate a high degree of
satisfaction with the course and the learning environment.
• Student testimonials
Students are asked to reflect on their experience participating in
the course. Over the last four years of teaching using this
technique, these reflections are overwhelmingly positive.
• Student-produced content
In addition to developing their own student portfolio, students
produce at least nine full-length articles that are peer reviewed
and evaluated.
32. Application To Others
• Institution-wide environment for
collaboration, communication, and group
management (such as an online academic
commons)
• Academic publication development (via
wikis, blogs, and additional plugins)
• Flexible for any course involving writing and
multimedia
Full presentation
http://tinyurl.com/mublogging
34. Author(s)
• Allison Selby
• Information Technology
faculty specializing in
creating high-impact
experiential learning
opportunities through virtual
partnerships.
• Kaplan University
• Julie Frieswyk
• Experienced marketing
professional with extensive
startup activity in both the
private and non-profit
sectors.
• U.S. Peace Corps
35. International Collaboration with
Virtual Internships
• Technical needs at a distance, a solution from
abroad
• “Mutually beneficial agenda”- students
practicing newly acquired skills while building
experience, win-win for both beneficiaries and
students.
• Skills transfer and global understanding, social
responsibility
• Technology aides in making the world a smaller
place: necessary equipment
36. Evidence of Effectiveness
• Small sampling of student participation, evidence is largely anecdotal and
based upon student and NGO team feedback:
▫ Students felt was a unique international opportunity , working together with
international clients to experience real-world project management.
▫ The NGO gained exposure to more skills and up-to-date technology while building
their own capacity.
▫ Students enjoyed the experience overall and loved the new addition to their
resume and credentials.
• The virtual internships creates problem-solving activities with the potential
to result in real-world skills such as collaboration for problemsolving, technology proficiency, presentation skills, and a greater
appreciation for intercultural diversity (Humphreys, 2009).
• This opportunity provides students with an international experience who
may otherwise be limited by finances, work responsibilities, family
obligations or physical limitations. In addition, there is a considerable costsavings when compared to studying abroad for the same amount of time. A
virtual internship program incurs regular tuition fees, no additional costs
are required by the student.
37. Application To Others
• Virtual internship partnerships offer experiential learning in a
wide variety of study areas from social entrepreneurship,
micro-finance, marketing, business administration and design to
organizational development, project writing and fundraising
activities.
• This type of project benefits tremendously by considerable
advanced preparatory stages.
▫ Using project charters to outline weekly outcomes and deliverables is
very important.
▫ Defining the exact scope of the deliverables, what assets may be needed
and the key stakeholders were all important topics to clarify.
▫ Synchronous weekly team meetings using Skype with the clients gave the
students a vested interest and motivation to succeed.
▫ Having the students train the clients for site maintenance gave them
ownership of the process and pride in their proof of success.
39. Dr. Karan Powell is Executive
Vice President and Provost of
American Public University
System. Dr. Powell leads the
academics department to
ensure academic quality and
online teaching
effectiveness, focusing on
student success, advocating
for the faculty, and
collaborating in the
advancement of online
instructional strategies and
technology.
Dr. Jennifer Stephens Helm is
Dean and Vice-President of
Institutional Research and
Assessment of American Public
University System. Dr. Helm
leads the Institutional
Research and Assessment
department with a focus on
enhancing institutional
effectiveness by providing data
and information that supports
and strengthens institutionwide decision
making, operations
management, and strategic
planning processes.
40. Measuring Online Students' Contact Hours: The Online
Learning Contact Hour Calculator
•
In 2010, the U.S. Department of Education adopted new regulations
regarding an institutions eligibility to award academic credit. The
regulations set forth: a) a federal definition of the credit hour
applicable to eligible institutions, and b) requirements for
accrediting agencies to review an institution’s policies and
procedures for determining credit hours.
•
In response to federal regulation, we initiated an institution-wide
course review process aimed at systematically identifying the
strengths and areas of improvement for each course offered at
APUS.
•
While conducting the course reviews, a need was identified for a
contact hour calculator that considers specific online learning
components and platform. A model was developed to ensure
adherence to the contact-hour regulations as well as course quality
and rigor.
•
A course review process was launched as part of our process to
ensure academic excellence and curriculum quality.
41. The Contact Hours Calculator is a:
Tool
A tool created for faculty
and program directors to
effectively and
systematically assess total
course contact hours. It
considers many factors
related to in-class and
outside-class projects, as
well as course reading
requirements, in order to
calculate contact-hour
totals.
Continuously evolving
work in progress
The calculator model will
be revised and updated as
more research in contacthour equivalents are
conducted and specific
course requirements
added.
Subset of data within a
larger context to evaluate
course quality and rigor
The contact hour totals are used
as part of an overall process for
course review. In conjunction
with other data, the contact
hour total data serve to initiate
conversation about academic
rigor and appropriate contact
time optimal for student
success and student learning.
42. The Contact Hours Calculator is Not:
• A measure of student learning
• To be used without appropriate parameters and context specific to
the discipline
• Punitive or punishing
• The sole source of truth in the evaluation of course quality and
rigor
• A one size fits all solution (e.g., learning strategies and
expectations for a math or science course may different from those
for an English course)
43. Review Findings
• The process helped to establish a baseline for expectations of engagement in student
learning.
• Contact hours are defined and each class is assessed to ensure that each class has 45
contact hours of learning and an additional 80 – 100 hours of homework associated with
the class for a total of 120+ hours for undergrad classes and 150+ hours for grad classes.
• Standardization is needed across all APUS courses to support the student experience and
student retention.
• Courses meet and in many cases exceed the minimum required number of contact hours
for both in class contact and homework time. Some courses were discovered to be
significantly in excess of the range of 120 to 150 hours. These courses are being reviewed.
• In the occasional finding that a course was discovered to be deficient in hours, immediate
correction was made to the class to strengthen compliance with contact hour requirements.
• Continual monitoring of these spreadsheets against APUS average class sizes is required.
• Each discipline has unique credit hour requirements.
47. For more information:
• Please contact kpowell@apus.edu or jhelm@apus.edu if you would
like a copy of the contact hours calculator.
• http://sloanconsortium.org/effective_practices/apus-onlinelearning-contact-hour-calculator-adaptive-model-calculatingcontact• http://www.swosu.edu/academics/aij/2012/v2v2/powell-helmlayne-ice.pdf
• http://stylus.styluspub.com/Books/BookDetail.aspx?productID=30
8401
48. A Media-Rich Platform to Enhance
Student Engagement and Learning
in an Online Environment
49. A Media-Rich Platform to Enhance
Student Engagement and Learning in
an Online Environment
50. • Scott Bledsoe, Psy.D
• Assistant Professor in the Department of
Graduate Psychology, where he teaches
online research methodology and other
courses to students of Marriage and
Family Therapy.
Bruce Simmerok, Ph.D
Director of Instructional Technology for the
Center for Innovative Teaching and
Technology.
51.
52.
53.
54.
55.
56.
57. Evidence of Effectiveness
• Comparison of surveys from previous years
showed improvement of student ratings.
• Few students had trouble learning to navigate in
the environment.
60. Application To Others
• Increasing the variety of media gives different
learning styles more opportunity
• Creating a virtual environment is feasible on a
low budget
• Multimedia created by the professor and
students increases the engagement of the learner