Taaccct 1 online learning status oct 2013

•Download as PPTX, PDF•

1 like•1,254 views

Presentation given at the October 2013 TAACCCT 1 COETC sharing day on the status of the online content for energy courses redesigned or developed in hybrid/online format for CCCS COETC grant

Education Technology

CHAMP
Colorado Helps Advanced Manufacturing Program

October 2013

CHAMP Website:
www.cccschamp.weebly.com

Share Grant Information and grant produced open
educational resources.

Certificates
 3 MOOCs
◦ Math-based on MAT108
contextualized for
Manufacturing
◦ Basic Employability
◦ Credit for Prior Learning




Certificates/courses
◦ Summer Fall 2014



MOOCs
◦ Math MOOC completed and online
 Fall 2013-late Spring 2014

◦ Basic Employability MOOC completed
and online
 Late Summer 2013-early fall 2014

◦ Credit for Prior Learning MOOC
complete and online
 Late Fall 2014 to February 2015

Identify

• Identify the courses

Coordinate

• Coordination course content creation
between certificates, colleges and industry

Collaborate

• Faculty and industry subject matter
experts on course content

Publish
Document

Count

• Publish course content to OER
• Document “grant products” produced,
including multimedia and OER URL’s
• Count students served in redesigned DE
or energy program



NIMS 1
◦ CCD
◦ PPCC
◦ FRCC



CNC Cert.
◦ PPCC
◦ PCC



SMAW 1
◦ CCD
◦ LCC



GTAW 2
◦ CCD
◦ LCC



Welding
◦ CCD
◦ PCC

• Volunteers

MOOCs

•Math
•Basic Employability
•CPL

• Committees
•Faculty

Certificate
Courses

•Volunteers for inter-department course
content development, and credit for
prior learning

•Industry SMEs
•Industry experts to serve as subject
matter experts for courses
Manufacturing, Basic Employability and
credit for prior learning



Content must have CC BY attribution

http://creativecommons.org

“All grant products will be provided to the DOL with meta-data in an open format
mutually agree-upon by the guarantee and the Department”
◦

Up to 15 Keywords/tags can be used and MUST include:
 TAACCT, CHAMP, CCCS, Manufacturing



Document with a list or Log of “intellectual property” grant products similar to a
list of equipment



There is a difference between online delivery and making the content developed
available online.
◦ All other content developed for the project needs to be available online

“All grant products will be provided to the DOL with meta-data in an open format
mutually agree-upon by the guarantee and the Department”
◦ Up to 15 Keywords/tags can be used
 TAACCT, CHAMP, CCCS, Manufacturing

OER?

•Choose your Open
Educational Resource

 Merlot

 Connexions

 Canvas

(LMS)

Document











• Document “intellectual property”
grant products” produced, including
multimedia and OER URL’s

Lecture text
Student handouts
◦ Procedural forms
PowerPoints or Prezi presentations
Videos
Labs
Tests and Quizzes
HTML pages
Software
◦ Apps

Public Access
Send all OER URL’s to
brenda.perea@cccs.edu

• CHAMP website
• http://cccschamp.weebly.com

This work by Colorado Community College System COETC Grant is licensed under a Creative Commons Attribution 3.0
Unported License. The material was created with funds from the Trade Adjustment Assistance Community College and Career
Training (TAACCCT) Grant awarded to the Colorado Online Energy Training Consortium (COETC).Based on a work at
www.cccs.edu.Permissions beyond the scope of this license may be available at www.cccs.edu.

CCCS successfully moved many Career and Technical Education (CTE) courses to blended/hybrid formats. Originally only 15 of 122 relevant courses were hybrid, but a deadline of December 2013 required all 122 be hybrid. CCCS developed a plan with the following steps: 1) Analyze certificates and courses, identifying high-enrollment and certifiable courses for hybrid conversion. 2) Create a course development plan with benchmarks and incentives for colleges to share hybrid courses. 3) Work with faculty through onsite instructional designers to "chunk" content into online and hands-on activities, and assess quality. 4) Publish hybrid courses openly online to increase enrollment in certificate programs and meet industry demands within

CHAMP Instructional Design presentation advisory meeting june 23 2014

cccschamp

Teaching and learning technology conference -msu blended learning final

cccschamp

This document discusses Metropolitan State University-Denver's efforts to convert engineering technology courses to blended formats to increase student access and fulfill a Department of Labor grant. Key steps included relationship building with faculty, selecting appropriate courses, researching blended learning models, developing course maps and modules, creating online content, and designing synchronous and asynchronous lab experiences. Several engineering technology courses were successfully converted to blended formats through this collaborative process.

CHAMP Advisory Meeting Reporting presentation

cccschamp

This document discusses reporting requirements and data collection for the CHAMP program. It outlines what information should be reported, including fiscal and narrative reports to the Department of Labor on a quarterly and annual basis. It also discusses the different levels and types of data to be collected, including student, course, school, and consortium data. Specific student and course data elements are listed, such as student IDs, names, grades, and course details. The document provides guidance on the role of ensuring consistent course information and communication about any changes. It outlines a typical report structure with goals and metrics to analyze related to industry partnerships, technology, credit for prior learning, and further education opportunities.

Colorado Theia System Project

cccscoetc

The Colorado Virtual Studio System incorporates gated and monitored access to valued tools (production and post production equipment) in the creation of original student work. In order to access production equipment, students must present written work (outlines, then treatments, then screenplays) that serve as the blueprint to the final project (completed film). The student project leader assembles a team of specialists (actors, producers and/or directors, art directors, directors of photography, production managers, lighting and sound technicians, makeup, wardrobe, and set design trainees, logistical coordinators, production assistants, camera operators, location managers, etc.) required for successful project completion. However, within this system, project completion is not the mere lensing and editing of the proposed project. It is the delivery of the project to the consumer (audience) through a variety of venues. Consequently, the gated access to desired resources is contingent on market focus, just as it is in the real world.

Mining for oer

cccschamp

Champ Year 1 Rutgers Report Presentation

cccschamp

Cca academy 1.0 july 2013

cccscoetc

This document summarizes the work of a task force charged with redesigning developmental education across Colorado community colleges. The task force included faculty from English, reading and math and reviewed policies and programs from other states. They recommended accelerating students through developmental sequences by reducing time, credits and courses. The redesign included creating math pathways and integrating reading and English. It also suggested tracking student outcomes in college-level courses. The goal was to implement the new approaches system-wide by Fall 2014.

While everyone in the higher education field today agrees that there isnÍt a clear definition of what a MOOC is, CCCS is attempting to build a better sMOOC (smaller massive open online course) combining the elements of both, a cMOOC and xMOOC. CCCS found a way to incorporate an emerging educational trend, leverage technology to reach hundreds of people with the appropriate, quality pedagogy; and meet the needs of their 13 system and 2 nonsystem institutions.

Detf presentation 2 8 12

cccscoetc

- Over 60% of Colorado Community College System students place into developmental math, while over 25% place into developmental English and 13% into developmental reading. Completion rates for students who start in developmental courses are significantly lower than for students who do not need remediation. - The Developmental Education Taskforce has been charged with reviewing developmental education practices and making recommendations to improve student success, such as through assessment, online learning, modular course options, and mainstreaming developmental content. - The taskforce is examining best practices and innovations like open-entry math labs, mainstreaming developmental content into gateway courses, accelerated and compressed courses, and contextualizing developmental material, in order to recommend implementation strategies across the college system.

Colomatyc

cccscoetc

This document outlines proposed changes to developmental math courses at a community college, including reducing credit hours and separating courses into quantitative literacy, STEM preparation, and lab components. It discusses the competencies and delivery methods for each proposed course. The document also notes that cut scores for placement exams will be set once new exams are created, and that the CIT team will develop sample curricula and materials to implement the new course structure.

AEFLA program directors conference july 2013

cccscoetc

CHAMP Colorado Career Action Tools Website Webinar October 2014

cccschamp

This document announces the launch of the website www.MfgWorksCO.com, a new career exploration tool for manufacturing in Colorado. It was created through a collaboration between the Colorado workforce and education systems, as well as manufacturers, to help connect job seekers, students, and incumbent workers with career resources and opportunities in manufacturing. The presentation provides an overview of the website's purpose and development process, how different audiences can leverage the tool, and next steps to promote adoption and ongoing improvements.

MOOC's Targeted Learning Outside Higher Education's Traditional Models STEMTe...

cccschamp

Brenda M. Perea presented on using MOOCs to deliver targeted learning outside of traditional higher education models. Four MOOCs were developed to improve access to education and increase certificate and degree completion rates. The MOOCs focused on technical math for industry, employability skills, prior learning assessment, and web accessibility. Challenges in designing the MOOCs included developing buy-in from faculty, determining completion requirements, and choosing a hosting platform. Participation rates varied between the MOOCs, with the employability skills MOOC having the highest completion rate.

Rmcta conference 09 14 12

cccscoetc

This document summarizes the key issues around developmental education in Colorado community colleges. It notes that completion rates for developmental education courses are low, with attrition increasing with each level required. A task force was assembled to make recommendations on reforming the system to improve student success rates. Emerging recommendations include using multiple placement measures, compressing or mainstreaming English and math sequences, contextualizing curriculum, and providing increased student and faculty supports. The timeline calls for recommendations to be finalized in February 2013.

Detf updated jan 2013 for dean group

cccscoetc

This document summarizes recommendations from a developmental education taskforce in Colorado. It outlines issues with the traditional multi-level developmental education pipeline, which sees high attrition rates the more levels a student needs to complete. The taskforce considered national models and recommends compressing developmental math and English sequences to reduce time and credits needed. Specific proposals include multiple math pathways based on major, integrated reading/English courses, and accelerated options to complete developmental requirements in one term. Implementation teams would develop new curricula and provide faculty training and support. Success would be measured by completion of college-level math and English courses.

Adventures in Designing a MOOC with OER--STEMTech Denver, CO Nov. 2014

cccschamp

This presentation was part of a session on creating a Technical Math MOOC with open educational resources. In October 2013, Colorado Community College System was awarded a TAACCCT 3 grant for Advanced Manufacturing. Our Advanced Manufacturing Industry partners were actively engaged in helping our faculty tailor their courses and course content to industry needs. Yet, the industry partners still had some complaints: I would like to send my employees to your colleges for courses, certificates and training but you want them to take and pass a technical math course before they can complete a course or certificate; my employees or I can’t afford the time and money to have them pass through the “gate keeping course.” Attendees will hear on how the CCCS system created a viable solution, a free Technical Math MOOC that works for faculty, industry and our students.

The Widening Student Service Gap - Michael Zastudil, Blackboard

Blackboard APAC

Technology is integral to the academic experience today. As the role of technology increases, demand for help desk resources and support increases as well. If resources are not growing to meet demand, student adoption and satisfaction can suffer. Blackboard’s IT Help Desk services make sure the technologies powering your campus accelerate learning rather than inhibit it. We can provide a unified and scalable solution that extends your IT support affordably, while offering personalized service that helps keep all of your users satisfied. More than 500 institutions currently use Blackboard Help Desk as an extension of their helpdesk support to: Improve end user satisfaction and adoption; Focus limited staff on complex support issues; and Off-load routine inquiries to self-service technologies or Blackboard advisors.

Update for Financial Aid, Registrars June 2013

cccscoetc

This document discusses developmental education redesign at PCC. It notes that students placing two levels below college courses have high attrition rates across five exit points. Redesign aims to address this structural problem. Examples show pass rates declining at each exit point, resulting in only 16% of students ultimately passing the college-level course. The document outlines areas for immediate campus decisions regarding math, English, student services and timing. It discusses course delivery models and student support strategies to evaluate in the redesign. Campuses will share their plans and how various offices will be involved. The goal is to improve student completion rates of 100-level college courses through the redesign.

Developmental Education Taskforce Update for regional meetings November 2012

cccscoetc

The document summarizes recommendations from the CCCS Developmental Education Taskforce to redesign developmental education. Key points include: 1) Recommendations aim to reduce time, credits, and courses for students to complete developmental requirements and enter college-level courses, with most students completing requirements in one semester or less. 2) Proposed math pathways include compression models and multiple sequences aligned with students' majors/careers. English and reading recommendations integrate the subjects and include acceleration options like co-requisite support courses. 3) Additional recommendations address student support, faculty training, testing policies, and data-driven continuous improvement to help more developmental students successfully complete college-level coursework.

Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...

Blackboard APAC

At many universities, the Blackboard subject site is the primary interface for the student learning experience. If the site is poorly organised, students do not know how to navigate the learning experience, such as when to engage with what content. If assessment criteria are minimally indicated, the quality of submissions suffers. If no tools are used to foster interaction, the learning experience becomes isolating. Conversely, when Bb sites are effectively designed and maintained, the quality of the student learning experience tends to be high. The quality of Bb sites varies across universities and within programs of study. Students who experience a well-designed site in their first semesters come to expect this standard in subsequent semesters. Bond University thereby undertook a whole-of-university strategic priority project to improve 180 Bb subject sites in 180 days. Associate Deans (Learning & Teaching) in each faculty selected the sites. The initial quality of the sites varied, with many assessed as initially high quality, meaning that improvement meant moving from strength to strength and focusing on elements such as increasing elements of technology enhanced learning. The co-facilitators of this presentation are the academic developers who worked one-on-one with each of the participating academics. Therefore, from their perspectives, the key takeaways for attending delegates will be: - Identification of challenges and stumbling blocks, as well as success strategies - Checklists and professional development materials - Illustration of before and after improvements as exemplars - Ideas for increasing elements of technology enhanced learning - Templates for emails, announcements and other communications

CHAMP Advisory Meeting October 2014 presentation on Apprenticeships

cccschamp

The DeL peer mentoring scheme for 2021-2022

European University-Cyprus

The document discusses the DeL peer-mentoring scheme for 2021-2022. It provides background on the history of digital learning at the university from 2007-2021. It then outlines the goals of the Digitally Enhanced Learning (DeL) program which are to improve student experiences, engagement, and learning through the use of new technologies. Finally, it describes how DeL will be implemented during the Fall 2021 semester through the use of Professional Learning Communities where faculty will meet monthly to discuss lessons learned and best practices for incorporating digital learning tools.

Redesigned Course Outcomes

COCommunityCollegeSystem

This document analyzes course outcomes from the first year of a redesigned course program across multiple colleges. It finds that over 8,960 unique students enrolled in redesigned developmental education (DE) courses, exceeding the goal of 2,395 students. For energy courses, 269 unique students enrolled, approaching 13% of the goal. Student pass rates were generally high, with over 80% persisting in DE courses. Analysis of grades found most DE students received satisfactory grades, while a minority received unsatisfactory grades or withdrew from courses. Mean grades were also calculated and compared across different levels to analyze academic outcomes.

The First Year Experience - Lisa Curran - RMIT University

Blackboard APAC

E-SLP webinar week: Concept and role of Short Learning Programmes in European...

EADTU

Enriched programmes by international collaboration and mobility - Fred Truyen...

EADTU

This document discusses models for international collaboration on microcredentials and short learning programs (SLPs). It describes several pilots of SLPs run by EADTU, including on climate change, digital transformation, and online learning. Lessons from the pilots highlighted the need for clear agreements between partner institutions, suitable program size and organization, and a framework for quality assurance. The presentation goes on to provide an example of developing a joint SLP through establishing a partnership, designing a curriculum, qualifications, ecosystem, and business plan while ensuring sustainability. It stresses the importance of shared understanding and responsibilities between partners.

CHAMP Grant Instructional Design Meeting Feb. 5 2014

cccschamp

Updating Teaching Techonologies - Real World Impact!

afacct

This document outlines strategies for a grant-funded project at the College of Southern Maryland to update teaching technologies. There are 4 strategies: 1) Develop a new Cloud Computing associate degree program; 2) Collaborate with Continuing Education for stackable credentials; 3) Explore virtual teaching technologies; and 4) Target dual-enrolled and incoming freshmen. Each strategy has objectives, such as increasing enrollments, credentials earned, faculty certifications, and student GPAs. The strategies will be implemented through project management plans and budgets to maximize impact with the grant funding.

What's hot

CDHE Task Force 9 28 12

cccscoetc

Downsizing a MOOC: Targeted Learning Outside Higher Education's Traditional D...

cccschamp

Detf presentation 2 8 12

cccscoetc

Colomatyc

cccscoetc

AEFLA program directors conference july 2013

cccscoetc

CHAMP Colorado Career Action Tools Website Webinar October 2014

cccschamp

MOOC's Targeted Learning Outside Higher Education's Traditional Models STEMTe...

cccschamp

Rmcta conference 09 14 12

cccscoetc

Detf updated jan 2013 for dean group

cccscoetc

Adventures in Designing a MOOC with OER--STEMTech Denver, CO Nov. 2014

cccschamp

The Widening Student Service Gap - Michael Zastudil, Blackboard

Blackboard APAC

Update for Financial Aid, Registrars June 2013

cccscoetc

Developmental Education Taskforce Update for regional meetings November 2012

cccscoetc

Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...

Blackboard APAC

CHAMP Advisory Meeting October 2014 presentation on Apprenticeships

cccschamp

The DeL peer mentoring scheme for 2021-2022

European University-Cyprus

Redesigned Course Outcomes

COCommunityCollegeSystem

The First Year Experience - Lisa Curran - RMIT University

Blackboard APAC

E-SLP webinar week: Concept and role of Short Learning Programmes in European...

EADTU

Enriched programmes by international collaboration and mobility - Fred Truyen...

EADTU

What's hot (20)

CDHE Task Force 9 28 12

Downsizing a MOOC: Targeted Learning Outside Higher Education's Traditional D...

Detf presentation 2 8 12

Colomatyc

AEFLA program directors conference july 2013

CHAMP Colorado Career Action Tools Website Webinar October 2014

MOOC's Targeted Learning Outside Higher Education's Traditional Models STEMTe...

Rmcta conference 09 14 12

Detf updated jan 2013 for dean group

Adventures in Designing a MOOC with OER--STEMTech Denver, CO Nov. 2014

The Widening Student Service Gap - Michael Zastudil, Blackboard

Update for Financial Aid, Registrars June 2013

Developmental Education Taskforce Update for regional meetings November 2012

Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...

CHAMP Advisory Meeting October 2014 presentation on Apprenticeships

The DeL peer mentoring scheme for 2021-2022

Redesigned Course Outcomes

The First Year Experience - Lisa Curran - RMIT University

E-SLP webinar week: Concept and role of Short Learning Programmes in European...

Enriched programmes by international collaboration and mobility - Fred Truyen...

Similar to Taaccct 1 online learning status oct 2013

CHAMP Grant Instructional Design Meeting Feb. 5 2014

cccschamp

Updating Teaching Techonologies - Real World Impact!

afacct

Multisoft Institute Industry Integrated Centre (3IC) for Your College

Ravi Jangra

This is to inform you that recently Multisoft has launched an academic programme named 3IC (Institute Industry Integrated Centre) globally where we are inviting Colleges, Universities to be a part of the Technology Companies and benefit from the wide benefits which are offered to our Authorised Academies / Universities across the Globe which is extremely beneficial for the students. Under Multisoft 3IC (Institute Industry Integrated Centre) banner, we are in consortium with parent technology companies to bridge the knowledge transfer of the industry requirements, updates and latest trends to the campus. About Multisoft We take this opportunity to introduce MULTISOFT SYSTEMS that provides services in Education, Development and Consultancy under single umbrella. MULTISOFT has successfully completed 8 years in the industry and has established its own Research and Development centre along with state-of-the-art infrastructure. MULTISOFT SYSTEMS has been incorporated in order to focus on and take advantage of its expertise in the delivery of effective high end customized training from dot to dimensions. Our company’s extensive capabilities come as a result of being the most preferred training centre for our principles. MULTISOFT SYSTEMS, an Authorized Training Partner of Parent Technologies Companies offers programs mapped to International Certification from parent technologies companies. The main benefits of this Alliance to your students are as follows: • Awareness of the latest trends in Industry. • Training and Certification on latest technologies. • Placement opportunities. • Interaction with industry expert. • Through academic program reach to the global market. • Subsidized fees for training and certification program. • Program@campus will help them to get the knowledge at their door step. • Students get access to courses which are offered by MULTIOSFT in various domain of Information technology • Periodic seminars and Industry awareness drives in your campus for your students and Staff. • International level Technical fest and competition. The main benefits of this Alliance to your college are as follows: • Branding from MULTIOSFT. • Authorization to run MULTIOSFT Partners’ certification courses and exams within your campus for your students. • Free MULTIOSFT certification for technology faculty from institute. • Industry connect for your institution for placements in leading companies in India and Abroad. • Students get access to courses which are offered by MULTIOSFT in various domain of Information technology • Periodic seminars and Industry awareness drives in your campus for your students and Staff. Please find attached the proposal through PPT which will give you information about MULTIOSFT and how we can collaborate together.

OER Authoring and Delivery Platforms

Una Daly

This document summarizes a webinar about open educational resource (OER) authoring and delivery platforms. It introduced Courseload, a platform for delivering OER and other course materials, Pressbooks for authoring OER textbooks, and Open Assembly for providing modularized OER collections and collaborative learning communities. The webinar discussed how these platforms help address faculty and student needs around OER use and highlighted upcoming pilots and studies to evaluate platform efficacy.

COETC grant Instructional Design Meeting

cccscoetc

The meeting agenda covered developing and publishing open educational resources (OER) in accordance with the grant requirements. Items on the agenda included timelines for course development, reviewing Creative Commons licensing and attributions, intellectual property considerations, and publishing courses and materials to OER repositories. The document provided definitions for different types of course development, discussed CC BY licensing requirements and examples, and listed OER publishing steps and resources to support creating and sharing open content.

Opening the gate -a fast and easy way to build and share courses

cccscoetc

The document discusses the benefits and challenges of using open educational resources (OER) to develop online courses for a consortium of community colleges. It outlines how the consortium used grant funding to collaboratively create OER course content across multiple colleges, saving time and resources. While OER provided access and reuse of high-quality materials, its adoption faced challenges including technology issues, assessing content quality, and faculty reluctance to share or accept others' work. The presenters describe their strategies for implementing OER, including developing a detailed plan and providing support from instructional designers.

CHAMP Math MOOC Meeting Feb 13 2014

cccscoetc

The document discusses plans for developing a MOOC through the Workforce Solutions CHAMP program. Key points include: - Content for the MOOC's beta launch in June 2014 must be submitted to the platform in two phases by March 26 and April 16. - The current content in the system will be evaluated to determine what should be kept, deleted, or contextualized for advanced manufacturing needs. - Badges may be attached to modules to recognize skill attainment. - All content created for the MOOCs must be licensed under Creative Commons Attribution to comply with the TAACCCT grant requirements.

Cooperation Menu for Universities and Researchers in Latvia | Accenture

accenture

CHAMP MOOC Meeting Feb 13 2014

cccschamp

The document discusses plans for developing a MOOC through the CHAMP program. Key points include: - Setting a timeline to develop content for the MOOC's beta launch in June 2014. - Evaluating existing content to determine what to keep, delete, or contextualize for advanced manufacturing. - Discussing whether to attach badges for skill attainment in the MOOC. - Typical characteristics of MOOC participants and design considerations for the course. - Ensuring all MOOC content is openly licensed under Creative Commons to comply with grant requirements.

Jisc briefing

Dr Elaine Garcia

This document discusses a project to make course information more accessible and comparable for prospective students. There are three main drivers for the project: allowing students to compare academic experiences, improving student outcomes, and increasing transparency. The project will fund institutions to publish structured course data and create a demonstration site to search and compare courses, especially those not easily found like online programs. This will standardize data and improve quality while making it easier for students to find and compare options. The document then provides an overview of the project plan, including technical development of course feeds, an aggregator site, and expanding the amount of information included in course data.

Instructional Design for CHAMP TAACCCT3 Consortium Hires

cccschamp

This document provides an overview of instructional design support for the CHAMP consortium. It aims to standardize and share online resources across consortium colleges, publish curriculum created with grant funds as open educational resources, and serve as a centralized resource. It outlines the focus areas, timelines, and needs for developing open master courses across certificate programs in electro-mechanical technologies, engineering graphics, machining, and welding.

CLA Licensing and Product Innovation

CILIP

This document provides an overview of CLA's licence and product innovations across various sectors. Recent and upcoming enhancements include: - Expanding the Digital Content Store with born-digital content for higher education. - Implementing a per-chapter fee structure for document supply and continuing the 'Pay CFP' pilot. - Growing the Education Platform's digital content and developing tools to better track educator reuse for schools/FE. - Partnering to automate data collection from MFD scanning and develop apps/tools. - Introducing new training and international education licences.

eLearning Technologies, Training & Open Education - WAOE Presentation

SBCTCProfessionalLearning

This document summarizes eLearning technologies, training, and open educational resources provided by the Washington State Board for Community and Technical Colleges. The main technologies are Canvas for learning management, Panopto for lecture capture, and Collaborate for web conferencing. Training includes introductory courses on Canvas, Quality Matters for online course design, and using open educational resources. The board promotes open policies and practices to increase access to open resources for students and staff.

TACSE August 2015

Hal Speed

CHAMP presentation on SkillsCommons

cccschamp

The document describes the Colorado Helps Advanced Manufacturing Program (CHAMP) project, which worked to develop manufacturing degree and certificate programs aligned with industry skills through open educational resources. CHAMP contributed over 140 open courses covering topics like machining, welding, and quality assurance to the SkillsCommons repository, making the materials freely available for reuse worldwide to expand access to manufacturing training. The courses were developed in collaboration with industry experts and community colleges to meet workforce needs.

Iste i possibilities mon june 24 12 45 pm

Lisa Marie Gonzales, Ed.D.

The document presented an overview of educational technology initiatives in California. It discussed the Association of California School Administrators' strategic plan to incorporate technology into all aspects of their work. It also outlined various pieces of legislation promoting online learning and digital resources. Several programs were introduced, including the Technology Information Center for Administrative Leadership (TICAL), which provides resources and support for school leaders. Big ideas for the future involved expanding access to technology, online instruction, assessments, and infrastructure throughout California. The goal was to share what the state is doing to promote 21st century learning.

Incorporating Powerful Integrations Bb World

David C. Dixon

This document discusses integrating technology with Blackboard at Ohio University and Southeast Kentucky Community and Technical College. It provides an overview of Blackboard integrations or "Building Blocks" at Ohio University, including commonly requested integrations and the process for reviewing and approving new integrations. It also discusses how Southeast Kentucky Community and Technical College ensures their online courses meet Quality Matters standards through integrations like SoftChalk and Starfish Retention Solutions. Examples of how these integrations are used are provided.

4 Gerard L. Hanley_ aportando al exito de las personas de la educ. superior ...

INACAP

This document summarizes a presentation about e-learning and its role in contributing to the success of individuals, higher education, and industry. It discusses how e-learning can make education better and more efficient by connecting the needs of students, educational institutions, and employers. When these stakeholders collaborate through strategies like aligning curriculum with workforce needs and using technologies like virtual labs, mentoring, and internships, students are empowered for success, institutions fulfill their educational mission, and industry benefits from a well-qualified workforce. Open educational resources and skills commons provide free access to high-quality e-learning materials created through government grants in order to support online and technology-enabled learning.

ePortfolio and RPL in 2013

Don Presant

Colorado Online Energy Project TAACCCT Round 2 Kick-Off Presentation

OPEN4Us

This document summarizes a conference for a DOLTAACCCT grant focused on developing energy programs and redesigning developmental education. The grant's goals are to create online/hybrid energy programs, provide career coaching, develop contextualized developmental curriculum in energy fields, and redesign developmental education. The conference covered topics like clean energy technologies, career services and advising for students, sharing curriculum and training materials between colleges, and developing common course documents and training for developmental education redesign across 15 colleges.

Similar to Taaccct 1 online learning status oct 2013 (20)

CHAMP Grant Instructional Design Meeting Feb. 5 2014

Updating Teaching Techonologies - Real World Impact!

Multisoft Institute Industry Integrated Centre (3IC) for Your College

OER Authoring and Delivery Platforms

COETC grant Instructional Design Meeting

Opening the gate -a fast and easy way to build and share courses

CHAMP Math MOOC Meeting Feb 13 2014

Cooperation Menu for Universities and Researchers in Latvia | Accenture

CHAMP MOOC Meeting Feb 13 2014

Jisc briefing

Instructional Design for CHAMP TAACCCT3 Consortium Hires

CLA Licensing and Product Innovation

eLearning Technologies, Training & Open Education - WAOE Presentation

TACSE August 2015

CHAMP presentation on SkillsCommons

Iste i possibilities mon june 24 12 45 pm

Incorporating Powerful Integrations Bb World

4 Gerard L. Hanley_ aportando al exito de las personas de la educ. superior ...

ePortfolio and RPL in 2013

Colorado Online Energy Project TAACCCT Round 2 Kick-Off Presentation

More from cccscoetc

NROC Digital Badge Webinar Presentation june 2016

cccscoetc

This document discusses Colorado's digital badging initiative to credential technical skills. It provides background on the fragmented traditional credentialing system and outlines attributes of a new, learning-based system using digital badges. Badges provide portable, transparent credentials for skills obtained in various learning environments. Colorado's initiative aims to issue badges in technical areas like math, machining, and engineering based on industry-defined competencies. The badges provide evidence of skills to help learners and employers. Challenges to digital badges becoming mainstream include lack of awareness, but many institutions and companies now issue or accept badges.

CCCS-Advanced Manufacturing badge presentation WCET june-2016

cccscoetc

This document discusses the use of digital badges to recognize skills and competencies in the workforce. It notes that today's credentialing system is complex and difficult to understand for employers, individuals, and educators. Digital badges can provide a learning-based alternative that is learner-centered, competency-based, and industry-driven. The Colorado Community College System is piloting the use of digital badges in several technical areas like math, machining, and engineering graphics. Badges can help provide transparent, portable credentials that map to specific skills and allow learners to showcase competencies across different programs and throughout their careers.

CCCS and CSU Digital Badge presentation at Aurora Badge Summit June 2016

cccscoetc

Colorado State University Online and the Colorado Community College System are working to create a digital badge ecosystem across higher education institutions and industry in Colorado. The ecosystem is intended to provide transparent, portable credentials for learners through competency-based micro-credentials. It began in 2013 in response to needs from industry for shorter training turnarounds and a more credentialed workforce. Early collaborations established principles of learner-focused, community-centered and industry-driven badges, and a structure was developed to connect competencies, curriculum maps and badge graphics. Pilot programs issued over 130 badges from 2014-2015. Efforts continue to expand industry recognition of badges and connect badges to credit-bearing pathways and degrees.

CCCS Digital Badging Taskforce Whitepaper BMP 1130

cccscoetc

The document discusses establishing a digital badge system within the Colorado Community College System (CCCS). It proposes that CCCS can leverage digital badges or micro-credentials to document skills and provide a portable verification of competencies. The document outlines challenges in selecting a badge platform, developing processes and frameworks, and increasing demand. It recommends implementing a pilot program within 6 months using $5,000 in funding to select one of the top badge platforms and develop a pilot for Technical Math for Industry digital badges.

Northeastern Junior College-Nacelle Wind Power Generation Lab

cccscoetc

A wind turbine nacelle donated to NJC was assembled on site to create a lab environment simulating an actual turbine. With donations of gearboxes, generators, and other components from industry partners like GE and Infigen, as well as funding from NJC and a grant, students designed electrical and pitch control systems to automate functions like lubrication and temperature control. By winter 2015, students had completed schematics and begun building automated control panels to operate mechanical systems that will provide hands-on experience for the wind technician program.

Results are (coming) in: First Look at Colorado’s Scorecard for Developmenta...

cccscoetc

HVAC First-Person Gaming Simulation presentation

cccscoetc

This document describes an HVAC gaming simulation project between Red Rocks Community College and Pikes Peak Community College. The project aims to gamify an existing HVAC simulation software to motivate students and allow for hybrid HVAC courses. A gamification engine would add badges students can earn for completing different equipment tasks and a leaderboard to track earnings. The schedule outlines developing and testing a prototype in 2013, with the goal of expanding its use in additional HVAC courses through 2014.

LERN remedial seminar, Washington DC 7 29 14

cccscoetc

Faculty voices presentation at ALP Baltimore June 2014

cccscoetc

Post apocalyptic ethical theory adventure game

cccscoetc

Morgan Community College's Hybrid-Electric Simulator Portfolio

cccscoetc

FRCC MAT050 Intro

cccscoetc

This document provides information about a quantitative literacy course called MAT 050. It is a hybrid course designed for students planning to take other math courses. Students will spend about 12 hours per week on course material, including 2-3.5 hours in class and the remaining hours outside of class. The course uses an online learning platform called D2L and online homework system called My Math Lab. Students will have access to course resources like power point presentations, online tutoring, and help centers. Assessment includes group activities, homework, quizzes, tests, and a final exam. Students are expected to complete practice problems, activities, and homework each week.

FRCC MAT050 Unit 2 Changes

cccscoetc

The document outlines several changes and updates to instructional methods. Scaffolding is described as a learning process that provides support tailored to student needs to help them achieve learning goals, with supports gradually removed as students develop independent strategies. Note-taking no longer requires template collection. Videos replace textbooks and will not have associated problems collected. Group work will still be collected but allows selecting two assignments weekly. Homework can also select two assignments weekly but does not require complete sentences. Online homework will now be graded directly rather than collecting printouts.

FRCC MAT050 Unit 3 Changes

cccscoetc

Unit 3 focuses on getting students ready for transfer level courses through flipped teaching with math videos students must watch before class. The instructor will check that students watched videos and took notes in each class, no longer providing note templates. Group work will now be graded in class with students earning points for participating, and cannot be made up if absent. Homework from the textbook and online platform will no longer be collected, though similar questions may appear on exams.

FRCC MAT050 Factoring (Sect 3.11)

cccscoetc

This document provides instructions and examples for factoring trinomials and binomials. It begins with an introduction to factoring trinomials of the form ax^2 + bx + c. It then gives examples of factoring different types of expressions, including factoring out negatives, dealing with two variables, and factoring completely. It concludes with a list of homework problems from the textbook for further practice factoring expressions.

FRCC MAT050 Dividing by a Monomial (Sect 3.10)

cccscoetc

FRCC MAT050 Linear Inequalities (Sect 3.9)

cccscoetc

This document discusses linear inequalities and their properties. A linear inequality is any relationship of the form ax + b, where a is not equal to 0. The key points covered include: - Linear inequalities can use the symbols <, >, ≤, or ≥ to represent relationships. - When multiplying or dividing both sides of an inequality by a negative number, the direction of the inequality symbol flips. - Graphing linear inequalities results in solutions represented by regions on a number line. - Compound inequalities involving AND or OR statements can be solved by evaluating each inequality separately and combining the solutions appropriately.

FRCC MAT050 Solving Formulas (Sect 3.8)

cccscoetc

FRCC MAT050 Equations of Lines (Sect 3.7)

cccscoetc

FRCC MAT050 Writing Equations of Lines II (Sect 3.6)

cccscoetc

This document provides instructions on writing equations of lines. It gives examples of writing equations for vertical and horizontal lines passing through given points. It also gives examples of writing equations for lines parallel to given lines and passing through a specified point. Students are assigned homework problems writing equations of lines in various configurations from their textbook.

More from cccscoetc (20)

NROC Digital Badge Webinar Presentation june 2016

CCCS-Advanced Manufacturing badge presentation WCET june-2016

CCCS and CSU Digital Badge presentation at Aurora Badge Summit June 2016

CCCS Digital Badging Taskforce Whitepaper BMP 1130

Northeastern Junior College-Nacelle Wind Power Generation Lab

Results are (coming) in: First Look at Colorado’s Scorecard for Developmenta...

HVAC First-Person Gaming Simulation presentation

LERN remedial seminar, Washington DC 7 29 14

Faculty voices presentation at ALP Baltimore June 2014

Post apocalyptic ethical theory adventure game

Morgan Community College's Hybrid-Electric Simulator Portfolio

FRCC MAT050 Intro

FRCC MAT050 Unit 2 Changes

FRCC MAT050 Unit 3 Changes

FRCC MAT050 Factoring (Sect 3.11)

FRCC MAT050 Dividing by a Monomial (Sect 3.10)

FRCC MAT050 Linear Inequalities (Sect 3.9)

FRCC MAT050 Solving Formulas (Sect 3.8)

FRCC MAT050 Equations of Lines (Sect 3.7)

FRCC MAT050 Writing Equations of Lines II (Sect 3.6)

Recently uploaded

RESULTS OF THE EVALUATION QUESTIONNAIRE.pptx

zuzanka

BBR 2024 Summer Sessions Interview Training

Katrina Pritchard

C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx

mulvey2

Bonku-Babus-Friend by Sathyajith Ray (9)

nitinpv4ai

Gender and Mental Health - Counselling and Family Therapy Applications and In...

PsychoTech Services

How to Predict Vendor Bill Product in Odoo 17

Celine George

Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...

imrankhan141184

BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...

Nguyen Thanh Tu Collection

Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt

Henry Hollis

Educational Technology in the Health Sciences

Iris Thiele Isip-Tan

Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...

TechSoup

NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx

iammrhaywood

Stack Memory Organization of 8086 Microprocessor

JomonJoseph58

How to deliver Powerpoint Presentations.pptx

HajraNaeem15

BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx

RidwanHassanYusuf

MDP on air pollution of class 8 year 2024-2025

khuleseema60

Benner "Expanding Pathways to Publishing Careers"

National Information Standards Organization (NISO)

What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...

GeorgeMilliken2

How to Setup Warehouse & Location in Odoo 17 Inventory

Celine George

Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx

EduSkills OECD

Recently uploaded (20)

RESULTS OF THE EVALUATION QUESTIONNAIRE.pptx

BBR 2024 Summer Sessions Interview Training

C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx

Bonku-Babus-Friend by Sathyajith Ray (9)

Gender and Mental Health - Counselling and Family Therapy Applications and In...

How to Predict Vendor Bill Product in Odoo 17

Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...

BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...

Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt

Educational Technology in the Health Sciences

Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...

NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx

Stack Memory Organization of 8086 Microprocessor

How to deliver Powerpoint Presentations.pptx

BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx

MDP on air pollution of class 8 year 2024-2025

Benner "Expanding Pathways to Publishing Careers"

What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...

How to Setup Warehouse & Location in Odoo 17 Inventory

Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx

Taaccct 1 online learning status oct 2013

1. CHAMP Colorado Helps Advanced Manufacturing Program October 2013

2. CHAMP Website: www.cccschamp.weebly.com Share Grant Information and grant produced open educational resources.

3. Certificates  3 MOOCs ◦ Math-based on MAT108 contextualized for Manufacturing ◦ Basic Employability ◦ Credit for Prior Learning 

4.  Certificates/courses ◦ Summer Fall 2014  MOOCs ◦ Math MOOC completed and online  Fall 2013-late Spring 2014 ◦ Basic Employability MOOC completed and online  Late Summer 2013-early fall 2014 ◦ Credit for Prior Learning MOOC complete and online  Late Fall 2014 to February 2015

5. Identify • Identify the courses Coordinate • Coordination course content creation between certificates, colleges and industry Collaborate • Faculty and industry subject matter experts on course content Publish Document Count • Publish course content to OER • Document “grant products” produced, including multimedia and OER URL’s • Count students served in redesigned DE or energy program

6.  NIMS 1 ◦ CCD ◦ PPCC ◦ FRCC  CNC Cert. ◦ PPCC ◦ PCC  SMAW 1 ◦ CCD ◦ LCC  GTAW 2 ◦ CCD ◦ LCC  Welding ◦ CCD ◦ PCC

7. • Volunteers MOOCs •Math •Basic Employability •CPL • Committees •Faculty Certificate Courses •Volunteers for inter-department course content development, and credit for prior learning •Industry SMEs •Industry experts to serve as subject matter experts for courses Manufacturing, Basic Employability and credit for prior learning

8.  Content must have CC BY attribution http://creativecommons.org “All grant products will be provided to the DOL with meta-data in an open format mutually agree-upon by the guarantee and the Department” ◦ Up to 15 Keywords/tags can be used and MUST include:  TAACCT, CHAMP, CCCS, Manufacturing  Document with a list or Log of “intellectual property” grant products similar to a list of equipment

9.  There is a difference between online delivery and making the content developed available online. ◦ All other content developed for the project needs to be available online “All grant products will be provided to the DOL with meta-data in an open format mutually agree-upon by the guarantee and the Department” ◦ Up to 15 Keywords/tags can be used  TAACCT, CHAMP, CCCS, Manufacturing

10. OER? •Choose your Open Educational Resource  Merlot  Connexions  Canvas (LMS)

11. Document         • Document “intellectual property” grant products” produced, including multimedia and OER URL’s Lecture text Student handouts ◦ Procedural forms PowerPoints or Prezi presentations Videos Labs Tests and Quizzes HTML pages Software ◦ Apps

12. Public Access Send all OER URL’s to brenda.perea@cccs.edu • CHAMP website • http://cccschamp.weebly.com

13.

14. This work by Colorado Community College System COETC Grant is licensed under a Creative Commons Attribution 3.0 Unported License. The material was created with funds from the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant awarded to the Colorado Online Energy Training Consortium (COETC).Based on a work at www.cccs.edu.Permissions beyond the scope of this license may be available at www.cccs.edu.

Taaccct 1 online learning status oct 2013

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Taaccct 1 online learning status oct 2013

Similar to Taaccct 1 online learning status oct 2013 (20)

More from cccscoetc

More from cccscoetc (20)

Recently uploaded

Recently uploaded (20)

Taaccct 1 online learning status oct 2013