2011State authorization
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The document summarizes the results of a national survey conducted by the National Center for Higher Education Management Systems (NCHEMS) on state authorization practices. The survey identified state regulatory agencies in all 50 states and 9 U.S. territories, collected information on state laws and processes regarding authorization of postsecondary institutions, and analyzed key findings. There was found to be huge variation across states in authorization practices, with differences in requirements around accreditation, physical presence, exemptions, fees and complaint processes. National standards on authorization were deemed unlikely given the inconsistencies between states.
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This document outlines strategies for promoting understanding in blended courses. It suggests using online and in-class methods in combination, with asynchronous online activities to build foundational knowledge and synchronous in-class work to strengthen understanding through interaction and application of concepts. Key approaches include using course websites and social media for online learning, videoconferencing to connect distant students, and interactive class sessions focused on problem-solving in small groups. The goal is to move students from beginner to intermediate levels of expertise through authentic tasks that develop both individual comprehension and social learning skills.
Success of success_coaching
The Connecticut Distance Learning Consortium received grants to develop a virtual coaching program called AdultSuccessCoach.org to help adult learners and displaced workers at community colleges and universities. The program provides online academic and career coaching through a shared website and coaching resources. Coaches help students create success plans and connect them to campus resources. The goals are to increase student persistence through coaching and identify best practices for delivering coaching online. Challenges included engaging students and defining the coaching role. Training addressed coaching strategies and role-playing student scenarios. Different schools implemented coaching in various ways such as an orientation course. Lessons showed replicating existing programs was most effective.
Designing gen ed_for_distance
This document discusses general education programs at two different institutions - University of Maryland University College (UMUC) and Kaplan University. It provides details on UMUC's state institution model with distribution requirements and flexible degrees. Kaplan University follows a proprietary model focused on adult learners and professional fields. Both institutions implement general education programs across their curriculums with learning outcomes in key areas. They assess learning outcomes and literacy scores to ensure the programs are effective and continuously improving.
An assessment based_degree
This document discusses assessment-based degree programs that award credit based on demonstrated competency rather than course attendance. It outlines several models including OER universities that use open online resources and independent study. Key aspects of validity for credit by assessment include identity verification, quality of assessments, appropriateness of knowledge tested, and scalability. Challenges include verifying student identity and ensuring assessment quality measures intended knowledge. Some programs discussed that award credit through assessment include Charter Oak State College, Excelsior College, and potential OER university models. Infrastructure needs cited include common accreditor definitions and access to federal financial aid for competency-based programs.
Using curriculum mapping
This document discusses using curriculum mapping to improve student learning. It emphasizes designing curriculum maps with students in mind by communicating goals, guiding learning, and previewing content. Key characteristics for an effective curriculum map include the appropriate level of detail, a coordinated message, planning, a systematic process, and a community effort. The document also discusses using curriculum maps as advance organizers to help students connect new information to existing knowledge and understand how different elements relate. Providing students with a curriculum map alongside course syllabi can reinforce learning outcomes and relationships between assignments, topics, and feedback.
Partnering for performance_harrisonb
The faculty evaluation process involves ongoing feedback and evaluation from multiple sources to help instructors continuously improve. Peer faculty, advisors, supervisors, and students all provide input, ideas, and observations. Instructors then use this feedback in reflection to improve their instructional methodology. The goal is for all participants to work together towards ongoing professional development and improved instruction.
Faculty competencies roundtable
This document discusses competencies needed for effective teaching in various formats including face-to-face, hybrid, flipped, and online courses. It outlines key areas such as developing a course, interacting with students, teaching strategies, and handling problems. Effective teachers need skills in areas like communication, content delivery, classroom dynamics, organization, and assessment. Resources are provided on competencies for online instruction, checklists for online teaching proficiency, and preparing teachers to teach online.
Sate authorization from_a_z
The document provides an overview of state authorization from A to Z. It discusses reviewing state statutes and regulations, comparing multiple sources of information, creating tracking documents, and building internal and external relationships. Maintaining compliance requires monitoring marketing, catalogs, consumer information, enrollment, regulations and maintaining authorizations, exemptions, and regular review. The presenters aim to share experiences, best practices, effective processes, and recommendations for navigating state authorization.
E tutoring collaborative_communities
The document discusses eTutoring collaboratives that provide online tutoring services through a consortium model. It describes several existing eTutoring programs in different regions that involve partnerships between multiple colleges and universities. These collaboratives aim to address the need for supporting off-campus students in a more cost-effective way than individual institutions could achieve alone. They allow participating schools to combine their tutoring resources onto a single online platform. The document also outlines BCcampus' perspective on developing an eTutoring collaborative in Canada to provide scalable and sustainable online tutoring as a shared service across institutions.
Effective course design
Ruth Markulis hosted a panel on effective course design at WCET 2012 in San Antonio, Texas. The panel discussed challenges in course design, a case study of developing a cybersecurity program, and developing a mobile strategy. Developing the cybersecurity program involved integrating efforts from many disciplines into interactive modules, case studies, and a capstone simulation. Effective project management strategies for the complex program included detailed project plans, weekly status reports and meetings, and subject matter expert training. The panel then discussed the growing impact of mobile devices on educational institutions and strategies for developing an effective mobile presence and content, including considerations for design, testing, and standards.
Effective coursedesign
This document summarizes a presentation on effective course design for online learning. It discusses instructional design models and strategies for project management, subject matter expert support, and tools for interactivity. It also covers best practices for mobile learning, including developing a mobile strategy and considerations for good mobile design.
Videoconferencing creating the_virtual
This document summarizes a presentation on videoconferencing given at the WCET Annual Meeting in San Antonio, TX on November 1, 2012. It discusses how Utah State University and the University of Utah College of Nursing use interactive videoconferencing (IVC) to deliver distance education programs. IVC allows them to reach students across multiple campuses. The University of Utah specifically uses IVC to deliver its PhD nursing program entirely at a distance. Both institutions discuss best practices for IVC classroom design and challenges with finding an affordable single solution for high-quality synchronous video and web conferencing.
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