This presentation is a summary of the working group findings and reports from the EdTech Efficacy Research Academic Symposium in May 2017, presented at eLearn in October 2017.
Summary of EdTech Symposium EdTech Decision Making in Higher Ed for IAFOR in ...Dr. Kristin Palmer
This is a summary presentation of the different reports now available from the EdTech Efficacy Research Academic Symposium that was held in May 2017. This summary is provided to the Asian Conference on Education in October 2017.
The document outlines best practices for using media and technology in schools based on a program called IMPACT. It finds that IMPACT schools saw significant growth in student test scores and computer use. IMPACT schools also had larger media collections, higher circulation, and more classes visiting their media centers compared to non-IMPACT schools. The document recommends that schools prioritize collaboration between teachers and media/technology staff, provide flexible access to resources, and regularly schedule professional development opportunities to integrate technology into teaching.
This report summarizes research into how accountability mechanisms contribute to the quality of humanitarian aid. Case studies in Kenya and Myanmar found that participation and feedback helped agencies understand needs and target assistance more effectively. It also built trust between aid organizations and communities. Complaints mechanisms highlighted issues and participation in project design and monitoring improved relevance, efficiency, and sustainability. However, the use of accountability in practice remains inconsistent. The report recommends routinely implementing accountability, further documenting practices, and adopting the research methodology to strengthen humanitarian responses.
Using Engineering Methods During Intervention Design to Increase Participant ...Elizabeth (Lisa) Gardner
Using parallel prototyping, the authors tested multiple versions of experiences on the Live It online platform with college students to determine which experience format would be most engaging. They found that students preferred having a choice between experiences and used communication and social skills. Parallel prototyping provided early insight into how to design programs with high user engagement. The authors suggest intervention developers could use similar rapid testing methods to improve program scalability.
Comparative and non-comparative evaluation in Educational technologyAlaa Sadik
The document discusses four major categories of evaluation research in educational technology: developmental studies, cost-benefit analysis studies, perception and performance studies, and non-comparative studies. Developmental studies investigate the strengths and weaknesses of educational technology designs, like online learning environments. Cost-benefit analysis studies examine the cost elements of educational technologies and compare costs and effectiveness of different formats like online versus printed materials. Perception and performance studies investigate student perceptions and learning outcomes of educational technologies compared to traditional methods. Non-comparative studies examine factors related to successful learning in educational technologies without direct comparison, like the relationship between student learning styles, strategies, and achievement.
The document discusses a research study conducted to evaluate the impact and use of the INEE Minimum Standards for Education in Emergencies over the past 4 years. The three-tier study included qualitative evaluations, questionnaires, and self-evaluations. It found extensive awareness and records of the Standards being used for advocacy, programming, coordination, capacity building and more. However, awareness does not always translate to utilization. Challenges included complementing national standards and applying good practices. Recommendations included more concrete tools, case studies, training focused on application, and greater institutionalization.
e-assessment in Scotland's Colleges - 2013 contextsWalter Patterson
This document discusses improving the use of e-assessment in Scotland. It identifies the key stakeholders as colleges, teaching staff, and students. The stakeholders are providing resources and training to promote e-assessment. Current contexts include budget cuts and increased competition. Opportunities include engaging a smaller number of entities and consideration of efficiency savings. Expected outcomes are a clear engagement strategy with short and long term goals to support the sector and ensure e-assessment is included in institutional strategies.
The document discusses two projects exploring formative assessment practices in open and distance learning environments. It finds that while students engage with formative assessment, their understanding of it varies, and it is not always used extensively. Formats of assessment have changed in these environments due to new technologies, but focus has been on tools rather than effective assessment approaches. The study found diversity in practices across three institutions, with two demonstrating elements of good formative assessment practice like periodic rather than end-of-year evaluations. It concludes that a conceptual model is needed to make formative assessment work purposefully in open and distance learning.
Summary of EdTech Symposium EdTech Decision Making in Higher Ed for IAFOR in ...Dr. Kristin Palmer
This is a summary presentation of the different reports now available from the EdTech Efficacy Research Academic Symposium that was held in May 2017. This summary is provided to the Asian Conference on Education in October 2017.
The document outlines best practices for using media and technology in schools based on a program called IMPACT. It finds that IMPACT schools saw significant growth in student test scores and computer use. IMPACT schools also had larger media collections, higher circulation, and more classes visiting their media centers compared to non-IMPACT schools. The document recommends that schools prioritize collaboration between teachers and media/technology staff, provide flexible access to resources, and regularly schedule professional development opportunities to integrate technology into teaching.
This report summarizes research into how accountability mechanisms contribute to the quality of humanitarian aid. Case studies in Kenya and Myanmar found that participation and feedback helped agencies understand needs and target assistance more effectively. It also built trust between aid organizations and communities. Complaints mechanisms highlighted issues and participation in project design and monitoring improved relevance, efficiency, and sustainability. However, the use of accountability in practice remains inconsistent. The report recommends routinely implementing accountability, further documenting practices, and adopting the research methodology to strengthen humanitarian responses.
Using Engineering Methods During Intervention Design to Increase Participant ...Elizabeth (Lisa) Gardner
Using parallel prototyping, the authors tested multiple versions of experiences on the Live It online platform with college students to determine which experience format would be most engaging. They found that students preferred having a choice between experiences and used communication and social skills. Parallel prototyping provided early insight into how to design programs with high user engagement. The authors suggest intervention developers could use similar rapid testing methods to improve program scalability.
Comparative and non-comparative evaluation in Educational technologyAlaa Sadik
The document discusses four major categories of evaluation research in educational technology: developmental studies, cost-benefit analysis studies, perception and performance studies, and non-comparative studies. Developmental studies investigate the strengths and weaknesses of educational technology designs, like online learning environments. Cost-benefit analysis studies examine the cost elements of educational technologies and compare costs and effectiveness of different formats like online versus printed materials. Perception and performance studies investigate student perceptions and learning outcomes of educational technologies compared to traditional methods. Non-comparative studies examine factors related to successful learning in educational technologies without direct comparison, like the relationship between student learning styles, strategies, and achievement.
The document discusses a research study conducted to evaluate the impact and use of the INEE Minimum Standards for Education in Emergencies over the past 4 years. The three-tier study included qualitative evaluations, questionnaires, and self-evaluations. It found extensive awareness and records of the Standards being used for advocacy, programming, coordination, capacity building and more. However, awareness does not always translate to utilization. Challenges included complementing national standards and applying good practices. Recommendations included more concrete tools, case studies, training focused on application, and greater institutionalization.
e-assessment in Scotland's Colleges - 2013 contextsWalter Patterson
This document discusses improving the use of e-assessment in Scotland. It identifies the key stakeholders as colleges, teaching staff, and students. The stakeholders are providing resources and training to promote e-assessment. Current contexts include budget cuts and increased competition. Opportunities include engaging a smaller number of entities and consideration of efficiency savings. Expected outcomes are a clear engagement strategy with short and long term goals to support the sector and ensure e-assessment is included in institutional strategies.
The document discusses two projects exploring formative assessment practices in open and distance learning environments. It finds that while students engage with formative assessment, their understanding of it varies, and it is not always used extensively. Formats of assessment have changed in these environments due to new technologies, but focus has been on tools rather than effective assessment approaches. The study found diversity in practices across three institutions, with two demonstrating elements of good formative assessment practice like periodic rather than end-of-year evaluations. It concludes that a conceptual model is needed to make formative assessment work purposefully in open and distance learning.
Lecture capture technology allows for recording of lecture sessions using software. A study examined perceptions of lecture capture from multiple stakeholders including lecturers, students, and learning technologists. Surveys found that overall, lecture capture was perceived to be efficient, cost effective, and a success. However, there were mixed views on whether it enhanced interactivity. Duration of lecture capture use positively correlated with perceived efficiency but negatively correlated with perceived failure. Perceived cost also positively correlated with perceived failure. The research is ongoing and will include interviews with additional stakeholders like university management and software developers.
This document summarizes research on in-service group training for early childhood care providers. It finds that while such training can improve care quality and child outcomes, most studies have limitations. Specifically, few measure behaviors or social validity, use strong research designs, provide procedure details, or promote generalization. The document also proposes a three-tier framework to address the eight dimensions of applied behavior analysis in such research more fully.
Issue 2: Effectiveness of Mentoring Program Practices.
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
Employer Engagement - Supporting Study and SynthesisJISC BCE
This document summarizes the findings of a study exploring employer engagement programs between higher education institutions and employers. It identifies 5 case studies of institutions that developed systems and infrastructure to support employer engagement and work-based learning. The case studies explored issues like remote access to educational resources, customized learning programs, and tools to match employer needs with institutional offerings. The analysis found that successful programs require an incremental approach, understanding business and learner needs, effective training, and sharing best practices. Key recommendations include considering the employer perspective across activities, supporting long-term adoption of solutions, and creating ways to evaluate institutional responsiveness to customer feedback.
Comparative and non-comparative evaluation in educational technologyathra29
The document summarizes two research studies on students' and educators' perceptions of educational technology and programming language learning. The first study examined perceptions of 110 students and 35 educators in Malaysia on different learning methods. It found that self-study through books was most popular but computer-based training was most interesting. The second study examined the relationship between learning styles and attitudes towards technology use among higher education students in the US. It found that students with a "converging" learning style had the most positive attitudes while "diverging" students had the lowest attitudes. Both studies used questionnaires but could be improved by providing more methodological details.
Comparative and Non-Comparative Evaluation Studiesu068717
This document summarizes and compares two studies: a non-comparative study on web-based learning and a comparative study on technology skill development in computer labs versus classrooms.
The non-comparative study examined relationships between student motivation, attitude, learning styles and achievement in web-based courses. It involved 99 online students and found that motivation was the main factor influencing achievement.
The comparative study compared technology skill development for 53 students who received instruction either in a computer lab or classroom with few computers. It found that students who used the computer lab scored higher on technology skills tests due to more engaged learning time.
Both studies provided insights but also had limitations since results may not apply in all contexts due to different
This document discusses research uptake strategies presented by Farah Ahmed at a conference in Ho Chi Minh City, Vietnam. It defines research uptake as the effective use of research evidence by decision-makers to improve policy and development outcomes. An effective uptake strategy involves stakeholder engagement, capacity building, communications, and monitoring and evaluation. It should have clear objectives, identify target audiences, and determine how to communicate research findings. The document provides examples of uptake approaches like partnerships, stakeholder mapping, and developing communication products tailored to specific audiences. It also discusses barriers to uptake like institutional policies and leadership, and questions to consider around stakeholder engagement, capacity building, communications planning, and monitoring impact.
This document summarizes research on the effectiveness of different mentoring program practices. It presents a framework for evaluating evidence on program practices with different levels and strengths of evidence. Research suggests practices like structured mentor-youth activities, ongoing mentor training, clear meeting frequency expectations, and using mentors from helping professions can positively impact youth outcomes. However, more research is still needed to strengthen the evidence base on specific program practices. The document encourages practitioners to consider this research and ways to incorporate findings while also improving program evaluation.
This study tested a design-thinking approach to develop an online platform called Live It to engage college students in extracurricular experiences. Researchers prototyped Live It, which displayed campus activities. Students who used Live It became familiar with more activities and made purchases in subsequent weeks, showing promise for engaging students. The researchers concluded that design thinking shows promise for improving programs and that prototyping Live It provided insights into student preferences like attending small, asynchronous events, that can inform future program development.
This study examined the relationships between parental financial assistance, time spent in paid work, campus involvement, GPA, and alcohol use in 518 college students. The results found that greater parental financial assistance was associated with more campus activities, higher GPA, and more frequent alcohol use. Time spent in paid work accounted for the link between parental financial assistance and GPA, but not campus activities or alcohol use. The findings suggest that parental financial assistance benefits academics but risks alcohol use, and that paid work time impacts academics but not social involvement or substance use.
This document discusses podcasting and its role as a catalyst for learning and integrated planning at the University of Washington. It outlines some initial obstacles to implementing podcasting such as funding, staffing, instructor time, and sustainability issues. It then describes the technology used in their automated podcasting model and assesses usage through an online survey. Finally, it provides funding history and future directions for podcasting at the university.
This document explores views on educational technology policy approaches through an online survey. It aims to identify preferred policy orientations from different researcher and practitioner communities and compare them to current UK initiatives. Participants are asked to rate statements on various policy aspects, including the roles of politics, learning, and technology in education, as well as the learning process, outcomes, and learner roles. Previous results from similar surveys showed a preference for learning as a mix of formal and informal processes, teachers as multi-skilled coordinators, and adaptive institutions that respond collaboratively to learner needs.
The document discusses the promises and challenges of academic analytics in higher education. It outlines stakeholders' expectations for data strategies and concerns regarding privacy, resource allocation, and how data is collected and used. Academic analytics aims to mine institutional data to produce actionable intelligence for informing policy, enhancing responsiveness, and improving learner choice and governance. However, concerns remain around who determines what data is collected and how profiles are used ethically while balancing accountability and performance indicators.
The document discusses co-production and outlines a project to develop a UK Paediatric Trigger Tool to measure harm in pediatric care. It describes co-production as decision makers and experts working together on services. The project used Model for Improvement cycles with clinical sites to test triggers and refine a tool over multiple iterations. Through this process, a UK Paediatric Trigger Tool was developed and results were posted to a trigger tool portal, demonstrating the tool's creation and potential for measuring harm in pediatric care nationally. Key lessons focused on identifying champions, maintaining momentum, sharing resources and findings, and facilitating access to developed materials.
This document discusses the challenges of measuring sustainability, partnerships, and health systems changes. It notes that these concepts are hard to measure due to complicated implementing structures, multi-dimensional problems, abstract concepts, and multiple pathways to outcomes. The document provides some examples of more straightforward metrics like training outcomes and sustainability measures. It also examines issues like assessing related but separate organizations and roles, and determining the contributors to strengthened health systems and population health. Throughout, it emphasizes the need for prioritizing what can reasonably be measured given limitations of feasibility, plausibility, and utility.
This document outlines a developmental evaluation approach used by the Bill and Melinda Gates Foundation's Community Partnerships Portfolio to understand system change in the postsecondary field. It describes the current state of the postsecondary system and the goals and outcomes of the initiative. A developmental evaluation was used because the initiative was complex, innovative and untested. Key lessons included that developmental evaluation looks different than other types of evaluation by engaging partners, developing tools for multiple uses, and refining tools over time. The evaluation aimed to develop understanding of what the system change model might look like through a reflective process.
The document discusses empowering students through inclusive pedagogy and providing choice in learning activities. It presents research from a study that gave students choice in completing 2-6 assignments from options like online quizzes, lab reports, presentations, discussions, and other activities. Most students chose the minimum 2 assignments. Marks were higher overall compared to previous years, fewer students failed, and engagement appeared greater with choice. The conclusion is that choice can help cater to different student learning preferences and modalities, as well as those with disabilities, through a more flexible and differentiated approach.
Policy Implications of Research on eFolio Minnesotadcambrid
The document summarizes research on eFolio Minnesota, a portfolio system used by residents in the state. Key findings include: 1) Over 30,000 active users across age groups used it for a variety of purposes like educational planning. 2) Users valued features that allowed ownership and integration of personal and professional materials. 3) While institutional support was not a major factor in impact, connecting users to real audiences and allowing customization could boost technology's benefits. The research implications call for reducing barriers, cultivating audiences, and balancing top-down standards with bottom-up individual practices.
This document summarizes research on the effectiveness of different practices used in youth mentoring programs. It presents a framework for evaluating evidence on program practices, which involves categorizing research studies based on their level of evidence and methodological rigor. The framework is then applied to analyze research on the effectiveness of pre-match training for mentors. While evidence is mixed, the framework can help mentoring programs make informed judgments about pre-match training and identify ways to strengthen the evidence base.
Ed Tech Efficacy Symposium Working Group on Higher Education ResultsDr. Kristin Palmer
Results of 47 interviews with 54 educational technology decision makers in higher education institutions on their research practices and decision making for edtech. This presentation was presented on Wednesday, May 3, 2017 at the Ed Tech Efficacy Symposium in Washington, DC.
The EdTech Efficacy Research Symposium was held in May 2015. This presentation reviews lessons learned from the research in higher education working group. Results included networking with peers, conducting pilots and decision making strategies differ by organization type.
Lecture capture technology allows for recording of lecture sessions using software. A study examined perceptions of lecture capture from multiple stakeholders including lecturers, students, and learning technologists. Surveys found that overall, lecture capture was perceived to be efficient, cost effective, and a success. However, there were mixed views on whether it enhanced interactivity. Duration of lecture capture use positively correlated with perceived efficiency but negatively correlated with perceived failure. Perceived cost also positively correlated with perceived failure. The research is ongoing and will include interviews with additional stakeholders like university management and software developers.
This document summarizes research on in-service group training for early childhood care providers. It finds that while such training can improve care quality and child outcomes, most studies have limitations. Specifically, few measure behaviors or social validity, use strong research designs, provide procedure details, or promote generalization. The document also proposes a three-tier framework to address the eight dimensions of applied behavior analysis in such research more fully.
Issue 2: Effectiveness of Mentoring Program Practices.
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
Employer Engagement - Supporting Study and SynthesisJISC BCE
This document summarizes the findings of a study exploring employer engagement programs between higher education institutions and employers. It identifies 5 case studies of institutions that developed systems and infrastructure to support employer engagement and work-based learning. The case studies explored issues like remote access to educational resources, customized learning programs, and tools to match employer needs with institutional offerings. The analysis found that successful programs require an incremental approach, understanding business and learner needs, effective training, and sharing best practices. Key recommendations include considering the employer perspective across activities, supporting long-term adoption of solutions, and creating ways to evaluate institutional responsiveness to customer feedback.
Comparative and non-comparative evaluation in educational technologyathra29
The document summarizes two research studies on students' and educators' perceptions of educational technology and programming language learning. The first study examined perceptions of 110 students and 35 educators in Malaysia on different learning methods. It found that self-study through books was most popular but computer-based training was most interesting. The second study examined the relationship between learning styles and attitudes towards technology use among higher education students in the US. It found that students with a "converging" learning style had the most positive attitudes while "diverging" students had the lowest attitudes. Both studies used questionnaires but could be improved by providing more methodological details.
Comparative and Non-Comparative Evaluation Studiesu068717
This document summarizes and compares two studies: a non-comparative study on web-based learning and a comparative study on technology skill development in computer labs versus classrooms.
The non-comparative study examined relationships between student motivation, attitude, learning styles and achievement in web-based courses. It involved 99 online students and found that motivation was the main factor influencing achievement.
The comparative study compared technology skill development for 53 students who received instruction either in a computer lab or classroom with few computers. It found that students who used the computer lab scored higher on technology skills tests due to more engaged learning time.
Both studies provided insights but also had limitations since results may not apply in all contexts due to different
This document discusses research uptake strategies presented by Farah Ahmed at a conference in Ho Chi Minh City, Vietnam. It defines research uptake as the effective use of research evidence by decision-makers to improve policy and development outcomes. An effective uptake strategy involves stakeholder engagement, capacity building, communications, and monitoring and evaluation. It should have clear objectives, identify target audiences, and determine how to communicate research findings. The document provides examples of uptake approaches like partnerships, stakeholder mapping, and developing communication products tailored to specific audiences. It also discusses barriers to uptake like institutional policies and leadership, and questions to consider around stakeholder engagement, capacity building, communications planning, and monitoring impact.
This document summarizes research on the effectiveness of different mentoring program practices. It presents a framework for evaluating evidence on program practices with different levels and strengths of evidence. Research suggests practices like structured mentor-youth activities, ongoing mentor training, clear meeting frequency expectations, and using mentors from helping professions can positively impact youth outcomes. However, more research is still needed to strengthen the evidence base on specific program practices. The document encourages practitioners to consider this research and ways to incorporate findings while also improving program evaluation.
This study tested a design-thinking approach to develop an online platform called Live It to engage college students in extracurricular experiences. Researchers prototyped Live It, which displayed campus activities. Students who used Live It became familiar with more activities and made purchases in subsequent weeks, showing promise for engaging students. The researchers concluded that design thinking shows promise for improving programs and that prototyping Live It provided insights into student preferences like attending small, asynchronous events, that can inform future program development.
This study examined the relationships between parental financial assistance, time spent in paid work, campus involvement, GPA, and alcohol use in 518 college students. The results found that greater parental financial assistance was associated with more campus activities, higher GPA, and more frequent alcohol use. Time spent in paid work accounted for the link between parental financial assistance and GPA, but not campus activities or alcohol use. The findings suggest that parental financial assistance benefits academics but risks alcohol use, and that paid work time impacts academics but not social involvement or substance use.
This document discusses podcasting and its role as a catalyst for learning and integrated planning at the University of Washington. It outlines some initial obstacles to implementing podcasting such as funding, staffing, instructor time, and sustainability issues. It then describes the technology used in their automated podcasting model and assesses usage through an online survey. Finally, it provides funding history and future directions for podcasting at the university.
This document explores views on educational technology policy approaches through an online survey. It aims to identify preferred policy orientations from different researcher and practitioner communities and compare them to current UK initiatives. Participants are asked to rate statements on various policy aspects, including the roles of politics, learning, and technology in education, as well as the learning process, outcomes, and learner roles. Previous results from similar surveys showed a preference for learning as a mix of formal and informal processes, teachers as multi-skilled coordinators, and adaptive institutions that respond collaboratively to learner needs.
The document discusses the promises and challenges of academic analytics in higher education. It outlines stakeholders' expectations for data strategies and concerns regarding privacy, resource allocation, and how data is collected and used. Academic analytics aims to mine institutional data to produce actionable intelligence for informing policy, enhancing responsiveness, and improving learner choice and governance. However, concerns remain around who determines what data is collected and how profiles are used ethically while balancing accountability and performance indicators.
The document discusses co-production and outlines a project to develop a UK Paediatric Trigger Tool to measure harm in pediatric care. It describes co-production as decision makers and experts working together on services. The project used Model for Improvement cycles with clinical sites to test triggers and refine a tool over multiple iterations. Through this process, a UK Paediatric Trigger Tool was developed and results were posted to a trigger tool portal, demonstrating the tool's creation and potential for measuring harm in pediatric care nationally. Key lessons focused on identifying champions, maintaining momentum, sharing resources and findings, and facilitating access to developed materials.
This document discusses the challenges of measuring sustainability, partnerships, and health systems changes. It notes that these concepts are hard to measure due to complicated implementing structures, multi-dimensional problems, abstract concepts, and multiple pathways to outcomes. The document provides some examples of more straightforward metrics like training outcomes and sustainability measures. It also examines issues like assessing related but separate organizations and roles, and determining the contributors to strengthened health systems and population health. Throughout, it emphasizes the need for prioritizing what can reasonably be measured given limitations of feasibility, plausibility, and utility.
This document outlines a developmental evaluation approach used by the Bill and Melinda Gates Foundation's Community Partnerships Portfolio to understand system change in the postsecondary field. It describes the current state of the postsecondary system and the goals and outcomes of the initiative. A developmental evaluation was used because the initiative was complex, innovative and untested. Key lessons included that developmental evaluation looks different than other types of evaluation by engaging partners, developing tools for multiple uses, and refining tools over time. The evaluation aimed to develop understanding of what the system change model might look like through a reflective process.
The document discusses empowering students through inclusive pedagogy and providing choice in learning activities. It presents research from a study that gave students choice in completing 2-6 assignments from options like online quizzes, lab reports, presentations, discussions, and other activities. Most students chose the minimum 2 assignments. Marks were higher overall compared to previous years, fewer students failed, and engagement appeared greater with choice. The conclusion is that choice can help cater to different student learning preferences and modalities, as well as those with disabilities, through a more flexible and differentiated approach.
Policy Implications of Research on eFolio Minnesotadcambrid
The document summarizes research on eFolio Minnesota, a portfolio system used by residents in the state. Key findings include: 1) Over 30,000 active users across age groups used it for a variety of purposes like educational planning. 2) Users valued features that allowed ownership and integration of personal and professional materials. 3) While institutional support was not a major factor in impact, connecting users to real audiences and allowing customization could boost technology's benefits. The research implications call for reducing barriers, cultivating audiences, and balancing top-down standards with bottom-up individual practices.
This document summarizes research on the effectiveness of different practices used in youth mentoring programs. It presents a framework for evaluating evidence on program practices, which involves categorizing research studies based on their level of evidence and methodological rigor. The framework is then applied to analyze research on the effectiveness of pre-match training for mentors. While evidence is mixed, the framework can help mentoring programs make informed judgments about pre-match training and identify ways to strengthen the evidence base.
Ed Tech Efficacy Symposium Working Group on Higher Education ResultsDr. Kristin Palmer
Results of 47 interviews with 54 educational technology decision makers in higher education institutions on their research practices and decision making for edtech. This presentation was presented on Wednesday, May 3, 2017 at the Ed Tech Efficacy Symposium in Washington, DC.
The EdTech Efficacy Research Symposium was held in May 2015. This presentation reviews lessons learned from the research in higher education working group. Results included networking with peers, conducting pilots and decision making strategies differ by organization type.
Survey report how technology can help in personalization of educationJaymineShah
More than 50% of edtech companies surveyed think that on-demand, real-time instructor support is crucial for personalization, and that learning at any pace/place/time is key. Over 40% see engaging students in digital environments as the most challenging aspect. The survey also found that accurate assessment data, digital portfolios highlighting progress, and digital collaboration are important for competency-based and adaptive learning.
This document discusses the evaluation of TOIA, a free online assessment tool. It aimed to test the functionality of TOIA, identify usability issues, and understand how it would be used. The evaluation found that TOIA was easy to use and provided a comprehensive set of assessment tools. However, users noted a lack of question types and concerns about long-term maintenance as a free software. Overall the evaluation helped improve TOIA and provided insights into effective online assessment.
The document summarizes the Next Generation Learning Conference 2009 and discusses strategies for implementing diploma programs. It outlines a vision for seamless learning opportunities and information sharing between partners. Becta's role is to support interoperability between systems and processes. The key is establishing common frameworks to enable data sharing and learner tracking between organizations. Technology can transform further education by enabling personalized learning and efficient management of student information and performance.
This document summarizes a seminar on integrating Web 2.0 tools into instruction. It discusses models of technology adoption and diffusion as well as delivery models for online and blended learning. The document also examines understanding faculty and learner needs, including disciplinary focuses and learning styles. Finally, it addresses considerations for using Web 2.0 tools related to content, pedagogy, assessment and support issues.
The document outlines the Technology Integration Planning (TIP) Model, which provides a 5-phase approach for teachers to effectively integrate technology into their teaching. The 5 phases are: 1) determine the relative advantage of using technology; 2) decide on objectives and assessments; 3) design integration strategies; 4) prepare the instructional environment; and 5) evaluate and revise the integration strategies. Each phase involves questions to guide planning and implementation steps to help ensure technology use meets needs and is efficient.
The document discusses how institutional systems and technologies can transform curriculum and learning experiences by making them more flexible, authentic, and focused on graduate outcomes. It suggests that institutional processes should support curriculum design, a wide range of technologies, and negotiated learning pathways while reducing administrative workloads. Gathering feedback from and engaging all stakeholders is important to ensure the systems and curriculum are responsive to changing needs.
The document summarizes the findings of an environmental scan conducted as part of a larger study on engaging students with higher order learning. The scan surveyed 482 university course conveners and found that assignments, discussions, essays, and practicals were the most commonly used assessment strategies. Discussion forums and online essay submission were the most used technologies. While some learning outcomes targeted higher order thinking, many assessments aimed to test only understanding. Further qualitative interviews were planned to explore intended learning outcomes, assessment alignment, and examples of good practice in assessing higher order learning.
The document discusses understanding faculty members and learners in the context of web 2.0 technologies. It covers mapping learner and instructor experiences, examining people, data and things involved. It also discusses learners' technology abilities and needs, as well as challenges of emerging technologies for faculty development.
This document summarizes key aspects of online course design based on the Quality Matters rubric. It discusses the Quality Matters peer review process, the eight standards of the rubric including course overview, objectives, assessments and activities. It provides guidance on developing objectives, assessments, and learning activities that are aligned. Specific strategies are presented for content delivery, active learning techniques, learner support, and ensuring accessibility.
The document discusses various frameworks and tools used to evaluate assistive technology needs, including the SETT Framework, WATI assessment tools, QIAT indicators, and the Toolbelt Theory. It provides an overview of how an assistive technology evaluation team should be comprised and consider the student, environment, tasks, and tools. A variety of assessment forms, checklists, and guidelines are presented to guide the evaluation and decision-making process.
The PASS-IT project evaluated the use of computer-assisted assessment (CAA) across schools and colleges in Scotland. Key findings included that CAA was found to be a feasible alternative to paper-based assessment and did not disadvantage students. Benefits identified were instant feedback, increased student motivation, and potential for more flexible assessment. Barriers included technical issues, lack of infrastructure, and concerns about online assessment for high-stakes exams. Lessons learned included the need for quality assurance processes, staff training, and a phased approach combining online and paper assessments.
Survey report how technology can help in personalization of educationJaymineShah
Brainvire has conducted a small survey with among EdTech C-Level professionals and stumbled upon some key findings which could be very crucial for EdTech decision makers, CTOs and CEOs for their digital transformation. This can also be valuable for EdTech start-ups.
Presentation exploring the relationship between policy and practice in the development of e-assessment in higher education and the importance of establishing a policy framework - developed in collaboration with all key stakeholders - to support wider uptake among academic staff.
Melbourne Polytechnic presentation Neil MorrisNeil Morris
Using blended learning to enhance learning, engagement and outcomes
Professor Neil Morris
T: @NeilMorrisDT
Presentation at Melbourne Polytechnic, Melbourne, June 2022
Powerpoint created by The Stephens Group http://www.thestephensgroup.com for stakeholders in the Kenosha Unified School District to work on their information technology plan.
The document discusses academic integrity, copyright, and quality assurance in blended learning environments. It addresses challenges with academic integrity in online assessments and describes strategies to reduce cheating such as using honor codes, frequent assignments, and alternative assessment methods. The document also covers copyright issues in blended courses and exceptions under fair use. It introduces Quality Matters as a peer review process to certify quality in online and hybrid courses based on research-backed quality assurance standards and principles.
Making the Blend: Shifting to a Hybrid Approachdrpmcgee
This document provides an overview of blended learning and considerations for designing blended courses. It defines blended learning as combining two or more delivery modalities, such as classroom and online. Various blended learning models are discussed, including the percentage of content delivered online. Quality assurance and interacting with students in blended formats are also addressed. Technology tools and applying instructional design frameworks to blended courses are reviewed.
Similar to Summary of EdTech Symposium EdTech Decision Making in Higher Ed for eLearn (20)
This presentation goes through the program Providing Skill Training to Women Entrepreneurs in Africa's Leading Ladies Community with lessons learned and data on best practices.
Empowering Women Entrepreneurs Through Online Peer-LearningDr. Kristin Palmer
This presentation goes through the work I've been doing with Distance Education for Africa and the University of Virginia. This work is based on the Community of Inquiry model for online learning and uses Facebook and WhatsApp with dedicated mentors to reach tens of thousands of women entrepreneurs across Africa to build community and increase capacity for growing successful businesses.
This slide set goes through the difference between stress and anxiety and provides tools and tips for coping with stress and anxiety. It is part of a free workshop series.
This 3-sentence summary provides an overview of the key points from the personal finance workshop document:
The document outlines an introduction to a personal finance workshop hosted by Dr. Kristin Palmer, including housekeeping details and an agenda covering tools and templates as well as introductions to budgeting techniques like paying yourself first, eliminating debt, maintaining an emergency fund, practicing lifestyle inflation awareness, and following the 4% rule for retirement spending. The workshop also reviews strategies from books like Your Money or Your Life and Dave Ramsey for minimizing spending and getting out of debt.
This workshop summarizes the key ideas from Tara Mohr's Playing Big book. The ideas discussed include naming your inner critic, nurturing your inner mentor, leaping into opportunities, understanding pachad vs. yirah fear, and communicating with power.
This presentation has slides that cover most of the topics from the Atomic Habits book by James Clear. This is a super long slide set with templates. I took a subset of these slides for the free one hour workshop I hosted in November 2022. I'm posting all the slides here in case there is anyone out there looking for a more comprehensive summary of the Atomic Habits book with the habit loop and tools, techniques, and templates for creating the habits you want and stopping the habits you no longer want.
Atomic Habits Handout with Templates and Key Messages.pdfDr. Kristin Palmer
Handout for virtual workshop on James Clear's Atomic Habits book. Learn how to build habits and use the templates to support you. The virtual workshop is being held in November 2022. More information at http://www.CentralOregonLifeCoach.com.
These slides summarize the Designing Your Life book by Bill Burnett and Dave Evans. Dr. Kristin Palmer led a workshop walking through big ideas in the book sharing templates and tools for helping people to design a live they can love. You can reach Dr. Palmer through http://www.CentralOregonLifeCoach.com.
Using the Community of Inquiry (CoI) Framework to Deliver High Quality Educat...Dr. Kristin Palmer
This presentation is for the NWeLearn 2022 Annual Conference being held the week of October 11, 2022. This presentation goes through the program design, issues, and best practices from the African Scholarship Cohort Program.
Dr. Kristin Palmer discussed creating lasting economic impact and promoting gender equity in Africa through online education. She described her experience leading online learning programs and her work with Winrock International to create a learning ecosystem in Africa. A survey of over 37,000 scholarship recipients found that the online courses helped 50% start new businesses, 100% improve job skills, and led to pay raises and promotions for many. The presentation addressed expanding the program by paying mentors, creating locally relevant content, and developing sustainable funding models.
This presentation walks through the African Scholarship Program that is done in partnership with Distance Education for Africa. It details the outreach, results, and program design.
Keeping Small Changes Faculty Made During COVID that had a Big Impact on Lear...Dr. Kristin Palmer
This presentation is for the IAFOR International Conference on Education (IICE) being held in January 2022. The presentation walks through best practices by faculty for engaging with students and creating impactful learning environments during the COVID pandemic.
HICE Online Education Outreach in Africa Creates Lasting Economic Impact and ...Dr. Kristin Palmer
This presentation discusses the African Scholarship program, the design and outcomes. This program has created lasting economic impact and promotes gender equity across Africa.
HICE Small Changes, Big Impact: Effective Pedagogical Practices Started Durin...Dr. Kristin Palmer
This presentation showcases high-impact practices for teaching online based on the http://cte.virginia.edu/small-changes-big-impact website. This is for a conference I can not attend due to travel restrictions.
ICDE Using MOOCs and Whatsapp in Africa to Create Lasting Economic Impact and...Dr. Kristin Palmer
This concise impact talk for the ICDE virtual global conference talks to our Africa Scholarship program and how it has promoted lasting economic impact and gender equity.
ICDE Effective Pedagogical Principles that are Easy to Implement and Have Big...Dr. Kristin Palmer
This presentation covers some of the ideas that faculty at UVA shared as effective practices during COVID that they plan to keep for both face-to-face and online teaching.
This presentation walks through challenges supporting Asian students in US degree programs. Issues with travel visas, access to content, and student support are discussed. Opportunities to partner with Beacon Education highlight their technical platform, student support, industry and government partnerships.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Summary of EdTech Symposium EdTech Decision Making in Higher Ed for eLearn
1. EdTech Research in Higher Education: Best Practices and
Next Steps from the Efficacy Symposium held in Washington,
DC in May 2017
Dr. Kristin Palmer
4. What did we do?
Conducted 47 interviews from 43 colleges/universities with 52 decision-
makers representing different types of higher education institutions to
understand EdTech decision-making
Asked about sources and networks and had interviewees describe one
particular EdTech decision in detail
Interviews were recorded or annotated and then coded for themes
5. Why did we do it?
Understand what factors and information - including research -
influence EdTech decisions
Provide transparency regarding decision making
Identify and showcase best practices
6. What is Higher Ed trying to accomplish with EdTech?
41% Support Teaching and Learning
36% Gain Operational Efficiencies/Decrease Costs
30% Increase capacity to serve students online
27% Improve user experience/modernize existing system
7. Unpacking: 41% Support Teaching and Learning
Collaboration
Individualization
Active learning
Virtual reality
Authentic assessments
Competency-based education
Flipped classrooms and blended learning
Feedback
8. “I get bombarded with stuff”
Interviewees reported that their major sources of information include:
9. Where do EdTech decision-makers get their
information?
93% Network Events/Conferences
91% Written Publications
89% Social Media and Online Communications
10. All interviewees stated they conduct research:
38% Review student outcomes after implementing a strategy/product
29% Asked other IHEs for feedback about products
24% Administered own student /faculty/staff surveys
22% Ran Pilots
18% Read scholarly articles and journals
11. Thoughts from the interviewees on research:
78% indicated they do their own research
Studies varied widely in goals and methodological rigor with few resulting in
peer-reviewed publications and most not being shared publicly
Results were often used for:
● continuous improvement of instruction
● deciding whether to continue or scale up pilots
Others lack “bandwidth” to do research
12. Decision Making Processes
At public and non-profit, tends to be protracted and inclusive with
strong faculty voice. Input is gathered in meetings, committees,
and surveys with the final decision most often being made by one
or more administrators.
For-profits tend to have swifter, more centralized decision-making
processes with faculty and student buy-in sought after decision is
made.
13. What criteria mattered for decision making?
Feasibility of implementation
Features and functionality
User experience/usability
Cost/ROI considerations
Vendor capacity and relationship
15. Advice for EdTech Decision Makers:
Talk to people outside of higher education
Focus on functionality that faculty and students use
Consider ancillary costs such as training
Standardize the EdTech procurement process
Involve stakeholders (faculty, staff, students) early in process
Plan change facilitation strategies
16. Advice for Researchers:
Focus on pedagogical strategies the technology supports and how to
use it better to improve student outcomes (What works, how, and in
what conditions)
Use cases and studies of real-world implementations are most useful
to decision-makers
Differentiate findings by context and types of students
17. Advice for Vendors:
Do due diligence for clients and tailor your pitch for their specific needs
Transparency around product and functionality is critical
Aim for mutually beneficial relationships with “partners”
Consider pro bono exchanges with schools - product for research
Be prepared to customize your product
18. Advice for Funders:
Fund a hub for sharing results of EdTech pilots for higher education
Incentivize grantees to build in time and resources to share their internal
study findings with peers
Develop a tiered system of funding to support edtech research at
amounts appropriate to the level of higher education investment in the
product/strategy
Stephanie - note re: units usually by interview not by interviewee and FYI all but one in USA
Stephanie
Whitney
I’m going to share with you the findings from our interviews related to their goals for the use of edTech, the sources of information that they referenced in making their decisions related to EdTech, and the research they conducted. The number one reason why decision makers are utilizing EdTech is to support teaching and learning with the following coming in close behind that; decreasing cost while gaining operational efficiencies, increasing the capacity to serve online students (including increasing mobile accessibility), and improving their user experience or modernizing existing systems.
FYI - Unit is generally at the interview level (i.e. 44) vs. the interviewee level (i.e. 52 people)
Whitney
Digging deeper to unpack the response “To support teaching and learning” as a reason to make an EdTech decision, we found the following comments related to the goals of making their EdTech product decision. The most common goal identified for EdTech decisions was to support a particular pedagogical or assessment model or strategy. Specifically, these included:
Increasing opportunities for collaboration among students, faculty, and alumni
Increasing interactivity of content
Individualization of instruction, e.g., by establishing data analytics capacity to adjust curriculum, instruction, and supports provided based on student performance; allowing students to accelerate at own pace
Promoting active learning
Experimenting with virtual reality
Increasing student agency
Providing authentic assessments
Implementing competency-based education
Facilitating flipped classrooms and blended learning options
Increasing amount of academic feedback provided to students.
Whitney -
The comment “I get bombarded with stuff” was a common theme when interviewees described BOTH the sources of information and the media through which they obtained the information. Notice the lack of researchers, think tanks and foundations on this list?
Whitney
Eighty unique network events were mentioned as media for gathering information on EdTech products and trends a total of 167 times across 93% of our interviews. The most commonly mentioned network events were EDUCAUSE conferences (identified in 24 interviews), followed by ASU-GSV conferences, (identified in 8 interviews) and Online Learning Consortium (OLC) events
Whitney
Everyone “thinks” they are doing research but what counts as research varies widely as well as the RIGOR of the research.
% is out of 45 interviews
Whitney
In thirty-five interviews (78%), participants indicated that their IHE conducts its own investigations or research into how well EdTech products currently being used work. These studies varied widely in goals and methodological rigor with few resulting in peer-reviewed publications but most not being shared publicly.
Results were often used for continuous improvement of instruction or for deciding whether to continue or scale up use.
For those IHEs who did not undertake such investigations, the reasons were related to costs, time, capacity or “bandwidth.”
Kristin
MIA: Documented improvement in student learning?
Kristin - Few considered total cost of ownership and only 11% considered student outcomes like engagement, completion or retention
Stephanie
Stakeholder involvement comes out in change research over and over again as a reason for success or failure, so involving your stakeholders throughout is a good change facilitation strategy
Good to take a performance support perspective, not just an acquisition perspective - what resources, supports, policies, job descriptions, etc. require attention to make this successful
Stephanie > comments about Bror and applying pedagogical strategies
C.f. Clark & Mayer (2016); Means, Bakia, & Murphy (2016); these are points I hear in discussions and the types of research being conducted at conferences where ed tech research is presented.
Stephanie
Stephanie
FH: The last item will be a significant topic for our group’s last session on Thursday that Bror is running. He has invited Matt Rascoff (who came up with this idea), Edith Gummer, Katrina Stevens, Karl Rectanus to discuss. I will also plan to mention it in our group’s first “lightning update”