The document provides information about a summit hosted by the National Research Center for Distance Education and Technological Advancements (DETA). It outlines the agenda for the summit, which includes idea generation activities, voting breaks, and summary sessions. Participants are instructed to find their name tags, tables, and facilitators. They are also directed to a shared Google Doc to contribute to discussions on research questions and variables related to understanding student success in distance education. Supplemental sessions will be offered after the summit concludes to allow for deeper discussion of specific topics.
“Promoting student access and success through research”Tanya Joosten
Presented at the University of Nebraska WorldWide Innovation in Pedagogy and Technology Conference
Tanya Joosten will share the research agenda in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education, Fund for the Improvement of Postsecondary Education. DETA seeks to foster student access and success through evidence-based, cross-institutional online learning practices and technologies. Specifically, DETA looks to identify and evaluate effective course and institutional practices in online learning, including competency-based education, for underrepresented populations through rigorous research. The presentation will share DETA's purpose and research agenda, proposed research model for distance education, and opportunities for community engagement, including funding to conduct cross-institutional research.
Promoting student access and success through researchTanya Joosten
Conference Keynote
"Promoting Student Access and Success Through Research"
The University of Wisconsin-Milwaukee will share its agenda in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA). It seeks to foster student access and success through evidence-based, cross-institutional online learning practices and technologies.
https://www.qualitymatters.org/events/mid-atlantic-conference
Contracting within the UC Landscape: University of California Biomedical Rese...CTSI at UCSF
Presented at the UC Braid Retreat: Imagine a statewide research engine of pooled resources, data, and expertise that accelerates the “translation” of academic research to direct patient benefit. That's the goal of the University of California Biomedical Research Acceleration, Integration, and Development (UC BRAID) program.
EDUC 8103-6: A7: Program Proposal, Section 5—Program Evaluationeckchela
This is Walden University course (EDUC8103-6) Section 5: Program Evaluation. It is formatted in APA, has been graded (A), and includes references. Most universities submit higher-education assignments to turnitin; so, remember to paraphrase. Enjoy your discovery!
“Promoting student access and success through research”Tanya Joosten
Presented at the University of Nebraska WorldWide Innovation in Pedagogy and Technology Conference
Tanya Joosten will share the research agenda in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education, Fund for the Improvement of Postsecondary Education. DETA seeks to foster student access and success through evidence-based, cross-institutional online learning practices and technologies. Specifically, DETA looks to identify and evaluate effective course and institutional practices in online learning, including competency-based education, for underrepresented populations through rigorous research. The presentation will share DETA's purpose and research agenda, proposed research model for distance education, and opportunities for community engagement, including funding to conduct cross-institutional research.
Promoting student access and success through researchTanya Joosten
Conference Keynote
"Promoting Student Access and Success Through Research"
The University of Wisconsin-Milwaukee will share its agenda in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA). It seeks to foster student access and success through evidence-based, cross-institutional online learning practices and technologies.
https://www.qualitymatters.org/events/mid-atlantic-conference
Contracting within the UC Landscape: University of California Biomedical Rese...CTSI at UCSF
Presented at the UC Braid Retreat: Imagine a statewide research engine of pooled resources, data, and expertise that accelerates the “translation” of academic research to direct patient benefit. That's the goal of the University of California Biomedical Research Acceleration, Integration, and Development (UC BRAID) program.
EDUC 8103-6: A7: Program Proposal, Section 5—Program Evaluationeckchela
This is Walden University course (EDUC8103-6) Section 5: Program Evaluation. It is formatted in APA, has been graded (A), and includes references. Most universities submit higher-education assignments to turnitin; so, remember to paraphrase. Enjoy your discovery!
Developing a Suite of Flexible Learner Transition Tools - The Student Success...James Brunton
Presented at e-Learning Excellence Awards - European Conference on e-Learning.
The Student Success Toolbox project is a nationally funded research and technology development project that focuses on the facilitation of effective flexible learner transition into higher education. The project targets those programme teams/institutions with adults engaged in undergraduate, part-time or online/distance-learning during the initial stages of the study-lifecycle. The project has developed a toolbox of eight digital readiness/preparation tools, leveraging digital technologies to establish new approaches to assist advisors in helping new applicants to assess their own readiness for flexible learning and in providing learners with relevant, timely feedback to enhance their chances of success. These are Open Educational Resources (OERs) with a Creative Commons Licence (CC-BY), made openly available to, and actively shared with, programme teams/institutions. Alongside the tools there is a guide on how to use the tools as part of a strategic flexible learner socialisation program and, where appropriate, directions on how to technically augment the tools to customise them for a specific programme or institution.
Digital literacy of an international group of physiotherapy studentsMichael Rowe
As part of the International Ethics Project (https://internationalethicsproject.wordpress.com/) we conducted a survey of digital literacy in an international sample of physiotherapy students. These are the preliminary findings of that survey.
This mixed methods study explored racial or ethnic minority students who were enrolled in an online course to determine if there was a relationship between their online learning readiness characteristics and their outcomes across institutions. Also, minority student perceptions of what skills and experiences lead to success and how they can be better supported for online online learning is reported. Student surveys were administered using Likert and open-ended items to gather quantitative and qualitative data. Readiness characteristics included student reporting of their technology access, beliefs, and skills (technology access, online work skills, social technology skills, online efficacy), their self-efficacy (self-directedness and organization, achievement mindset, and growth mindset), and their communication (need for socialization, general communication competence, communication with instructor, and communication with peers), and student outcomes gathered included student perceptions of learning, self-reported satisfaction, and academic performance (course grade, instructor reported). Significant findings were discovered from multiple regression analyses indicating that several of these measures of readiness (online work skills, online efficacy, self-directedness and organization, communication with instructor, communication with classmates) positively influence student outcomes (learning, satisfaction, and academic performance). Qualitative findings indicate that minority students report time management, previous online course experience, and online work skills as the most prevalent themes of skills and experiences that positively influence their success. Moreover, they recommend that instructors and institutions provide them additional resources prior to the class to better prepare them to be successful, and that they receive support during the class by instructors and academic support staff. Recommendations are shared.
Open Online Courses in Health Professions Education: A systematic reviewMichael Rowe
I'm working on a systematic review of the literature on Open Online Courses in Health Professions Education, with two colleagues from Monash University. These are the preliminary findings from that review that I presented at the SAAHE conference in 2016.
This presentation was delivered at the ROER4D (Research in Open Education Resources for Development) workshop in Banff, Canada, 20th April 2015.
This study is part of a series of studies conducted by ROER4D researchers in the global South.
In collaboration with participating faculty at California State University Northridge, Oviatt Library Research Fellows have developed a pilot that facilitates both course and information literacy objectives. Using Scalar, an open source semantic Web-authoring program, the Guided Resource Inquiry Tool (GRI) combines assignment prompts, digitized primary sources and digital information literacy media into a single online interface. The GRI leverages renewed pedagogical interest in ‘knowledge synthesis’ by placing documentary evidence as the point of departure for critical inquiry. The tool incorporates materials from archival and digital collections repositories to supply content for course assignments. The GRI contains links to existing archives and information literacy resources that teach students as they complete the assignment. Specific benefits include: 1) archives and information literacy instruction within an applied research context; 2) course learning through critical analysis of primary documents, 3) extended outreach for digital collections and archival repositories; 4) 24/7 access to the GRI assignment online; 5) no limits on class size, 6) integrated exposure to finding aid and secondary source databases as well as Special Collections patron protocols.
Presenter: Steve Kutay
final presentation for my MA enquiry on:
Evaluating the Impact of an ELearning resource upon the attainment of Year 8 pupils during their Design and technology home learning project.
Promoting Student Access and Success Through ResearchTanya Joosten
October 16, 2015 - 10:45am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Diane Reddy (University of Wisconsin-Milwaukee, USA)
Track: Student Services and Learner Support
Featured Session
Location: Southern Hemisphere II
Session: Concurrent Session 10
Session Duration: 45 Minutes
Virtual Session
Abstract:
The University of Wisconsin-Milwaukee discusses promoting access and success of distance education students through research efforts. They will share their agenda in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education, Fund for the Improvement of Postsecondary Education.
A Workshop: Promoting Student Access and Success Through ResearchTanya Joosten
Promoting Student Access and Success Through Research
July 7, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Track: Blended Models & Course Design
Interactive Workshop - 210 minutes
Location: Governor's Square 14
Virtual Session
Session Duration: 210 Minutes
Workshop Session 1 & 2 (combined)
Abstract:
Participate in the development of a research model to support the National DETA Research Center funded by the U.S. Department of Education.
Extended Abstract
Come help us develop a research model to facilitate cross institutional research on blended instruction. The future of blended learning should be driven by research-based instructional and institutional interventions as the result of cross institutional research impacting access, learning effectiveness, and student satisfaction.
To give you a little background, the University of Wisconsin-Milwaukee will share their efforts in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education, Fund for the Improvement of Postsecondary Education. They seek to foster student access and success through evidence-based, cross-institutional online learning practices and technologies. Specifically, DETA looks to identify and evaluate effective course and institutional practices in blended and online learning, including competency-based education, for underrepresented populations through rigorous research.
This workshop looks to engage the blended learning community in assisting of the development of DETA's research agenda, including a research model for distance education and research toolkits that can be used by institutions across the country. Through collaborative group discussions, this workshop will look for participants to brainstorm and prioritize ideas around defining student success, identifying key research questions to drive future research, development of shared measures to be gathered by different institutions, creation of instrumentation, and more. The outcomes of this workshop will inform research conducted in 2016. Further, opportunities for community engagement, including funding to conduct cross-institutional research, will be discussed.
For more information on our efforts thus, see http://uwm.edu/deta/summit.
Come be a part of this exciting initiative!
Developing a Suite of Flexible Learner Transition Tools - The Student Success...James Brunton
Presented at e-Learning Excellence Awards - European Conference on e-Learning.
The Student Success Toolbox project is a nationally funded research and technology development project that focuses on the facilitation of effective flexible learner transition into higher education. The project targets those programme teams/institutions with adults engaged in undergraduate, part-time or online/distance-learning during the initial stages of the study-lifecycle. The project has developed a toolbox of eight digital readiness/preparation tools, leveraging digital technologies to establish new approaches to assist advisors in helping new applicants to assess their own readiness for flexible learning and in providing learners with relevant, timely feedback to enhance their chances of success. These are Open Educational Resources (OERs) with a Creative Commons Licence (CC-BY), made openly available to, and actively shared with, programme teams/institutions. Alongside the tools there is a guide on how to use the tools as part of a strategic flexible learner socialisation program and, where appropriate, directions on how to technically augment the tools to customise them for a specific programme or institution.
Digital literacy of an international group of physiotherapy studentsMichael Rowe
As part of the International Ethics Project (https://internationalethicsproject.wordpress.com/) we conducted a survey of digital literacy in an international sample of physiotherapy students. These are the preliminary findings of that survey.
This mixed methods study explored racial or ethnic minority students who were enrolled in an online course to determine if there was a relationship between their online learning readiness characteristics and their outcomes across institutions. Also, minority student perceptions of what skills and experiences lead to success and how they can be better supported for online online learning is reported. Student surveys were administered using Likert and open-ended items to gather quantitative and qualitative data. Readiness characteristics included student reporting of their technology access, beliefs, and skills (technology access, online work skills, social technology skills, online efficacy), their self-efficacy (self-directedness and organization, achievement mindset, and growth mindset), and their communication (need for socialization, general communication competence, communication with instructor, and communication with peers), and student outcomes gathered included student perceptions of learning, self-reported satisfaction, and academic performance (course grade, instructor reported). Significant findings were discovered from multiple regression analyses indicating that several of these measures of readiness (online work skills, online efficacy, self-directedness and organization, communication with instructor, communication with classmates) positively influence student outcomes (learning, satisfaction, and academic performance). Qualitative findings indicate that minority students report time management, previous online course experience, and online work skills as the most prevalent themes of skills and experiences that positively influence their success. Moreover, they recommend that instructors and institutions provide them additional resources prior to the class to better prepare them to be successful, and that they receive support during the class by instructors and academic support staff. Recommendations are shared.
Open Online Courses in Health Professions Education: A systematic reviewMichael Rowe
I'm working on a systematic review of the literature on Open Online Courses in Health Professions Education, with two colleagues from Monash University. These are the preliminary findings from that review that I presented at the SAAHE conference in 2016.
This presentation was delivered at the ROER4D (Research in Open Education Resources for Development) workshop in Banff, Canada, 20th April 2015.
This study is part of a series of studies conducted by ROER4D researchers in the global South.
In collaboration with participating faculty at California State University Northridge, Oviatt Library Research Fellows have developed a pilot that facilitates both course and information literacy objectives. Using Scalar, an open source semantic Web-authoring program, the Guided Resource Inquiry Tool (GRI) combines assignment prompts, digitized primary sources and digital information literacy media into a single online interface. The GRI leverages renewed pedagogical interest in ‘knowledge synthesis’ by placing documentary evidence as the point of departure for critical inquiry. The tool incorporates materials from archival and digital collections repositories to supply content for course assignments. The GRI contains links to existing archives and information literacy resources that teach students as they complete the assignment. Specific benefits include: 1) archives and information literacy instruction within an applied research context; 2) course learning through critical analysis of primary documents, 3) extended outreach for digital collections and archival repositories; 4) 24/7 access to the GRI assignment online; 5) no limits on class size, 6) integrated exposure to finding aid and secondary source databases as well as Special Collections patron protocols.
Presenter: Steve Kutay
final presentation for my MA enquiry on:
Evaluating the Impact of an ELearning resource upon the attainment of Year 8 pupils during their Design and technology home learning project.
Promoting Student Access and Success Through ResearchTanya Joosten
October 16, 2015 - 10:45am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Diane Reddy (University of Wisconsin-Milwaukee, USA)
Track: Student Services and Learner Support
Featured Session
Location: Southern Hemisphere II
Session: Concurrent Session 10
Session Duration: 45 Minutes
Virtual Session
Abstract:
The University of Wisconsin-Milwaukee discusses promoting access and success of distance education students through research efforts. They will share their agenda in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education, Fund for the Improvement of Postsecondary Education.
A Workshop: Promoting Student Access and Success Through ResearchTanya Joosten
Promoting Student Access and Success Through Research
July 7, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Track: Blended Models & Course Design
Interactive Workshop - 210 minutes
Location: Governor's Square 14
Virtual Session
Session Duration: 210 Minutes
Workshop Session 1 & 2 (combined)
Abstract:
Participate in the development of a research model to support the National DETA Research Center funded by the U.S. Department of Education.
Extended Abstract
Come help us develop a research model to facilitate cross institutional research on blended instruction. The future of blended learning should be driven by research-based instructional and institutional interventions as the result of cross institutional research impacting access, learning effectiveness, and student satisfaction.
To give you a little background, the University of Wisconsin-Milwaukee will share their efforts in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education, Fund for the Improvement of Postsecondary Education. They seek to foster student access and success through evidence-based, cross-institutional online learning practices and technologies. Specifically, DETA looks to identify and evaluate effective course and institutional practices in blended and online learning, including competency-based education, for underrepresented populations through rigorous research.
This workshop looks to engage the blended learning community in assisting of the development of DETA's research agenda, including a research model for distance education and research toolkits that can be used by institutions across the country. Through collaborative group discussions, this workshop will look for participants to brainstorm and prioritize ideas around defining student success, identifying key research questions to drive future research, development of shared measures to be gathered by different institutions, creation of instrumentation, and more. The outcomes of this workshop will inform research conducted in 2016. Further, opportunities for community engagement, including funding to conduct cross-institutional research, will be discussed.
For more information on our efforts thus, see http://uwm.edu/deta/summit.
Come be a part of this exciting initiative!
This presentation looks at some of the issues of supervising research students at a distance and the tools that can be used to support students' research and writing process.
Conducting Research on Blended and Online Education, WorkshopTanya Joosten
Conducting Research on Blended and Online Education
October 14, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Nori Barajas-Murphy (University of La Verne, USA)
Track: Learning Effectiveness
Pre-Conference Workshop
Location: Oceanic 7
Session Duration: 3 Hours
Pre-Conference Workshop Session 3
This workshop consists of practice-based research planning activities to help you prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research model developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online. Attendees will walk away with a research agenda and the necessary tools to help them conduct research on their campus as part of the National DETA Research Center initiative.
The University of Wisconsin-Milwaukee (UWM) established a National Distance Education and Technological Advancement (DETA) Research Center in 2014 to conduct cross-institutional data collection with 2-year and 4-year Institutions of Higher Education (IHEs) funded by the U.S. Department of Education Fund for Improvement of Postsecondary Education (FIPSE). UWM has partnered with the University of Wisconsin System, UW-Extension, Milwaukee Area Technical College (MATC), EDUCAUSE Learning Initiative (ELI), and leaders across the nation to develop a research model. This model is to promote student access and success through evidence-based online learning practices and learning technologies.
The DETA Center looks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented individuals (i.e., economically disadvantaged, adult learners, disabled) through rigorous research. Furthermore, although the research currently is focused on postsecondary U.S. institutions, the DETA Center looks to advance their work in K-12 and internationally -- all are welcome!
This workshop will prepare attendees to take a plan back to their own institution to successfully gather research on blended and online teaching and learning.
For more on DETA, visit http://www.uwm.edu/deta.
Conducting Research on Blended and Online Education: A Research ToolkitTanya Joosten
An ELI Short Course delivered on May 16th, 2016.
This session consists of practice-based research planning activities to help participants prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research toolkit developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online learning. Attendees will walk away with a research agenda and the necessary tools to help them conduct research on their campus as part of the National DETA Research Center initiative. The DETA Center seeks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented learners.
Objectives:
After participating in this webinar, participants will be able to:
Develop research questions
Clarify variables and measures
Identify data gathering techniques
Consider other actionable milestones necessary to conduct rigorous research
http://www.educause.edu/events/eli-webinar-conducting-research-blended-and-online-education
Collaborative, Program-wide Alignment of Assessments and ePortfolios to Build...ePortfolios Australia
During their course of study, medical science students are generally unaware that they are developing professional skills related to graduate capabilities. Interestingly, at a program level the institution finds it difficult to view the development of these capabilities. In this session we will discuss our own learning journey as discipline specific teachers who have worked collaboratively to implement ePortfolios and rubrics across courses and within the medical science degree program at UNSW Australia. Our approach to supporting student learning and development of reflective practice and professional skills in teamwork by cross-discipline alignment of assessment coupled with ePortfolio thinking and doing will be presented.
Reflections on developing an evaluation and communications strategy for the ...ROER4D
Reflections on developing an evaluation and communications strategy for the ROER4D project
Sukaina Walji and Sarah Goodier
ROER4D Communications and Evaluation Advisors
Presentation for DECI-2 workshop
Cape Town, 4 May 2016
Reflections on developing an evaluation and communications strategy for the R...SarahG_SS
A joint presentation given at the DECI-2 Workshop held in Cape Town on 3-5 May 2016. This presentation briefly outlines the ROER4D project and then briefly explores the evaluation and communications strategy. This presentation also gives feedback to the DECI-2 project on what worked and some sugestions for improvement in their mentoring process of the ROER4D project.
Florida Virtual School, the nation’s largest state K-12 virtual school, engages in multiple instructional research partnerships each year. In this presentation, members of the FLVS leadership team will discuss the process of designing organizational research goals and partnering with external researchers, in addition to sharing the challenges and best practices in managing research partnerships—from research methods/design to data collection and security. Additionally, a summary of ongoing instructional research projects at FLVS will be offered. This presentation will appeal to both providers and researchers as an opportunity to learn more about working together in the important process of research partnership.
Determining the Effectiveness of Your Faculty Development ProgramTanya Joosten
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. Welcome! What to do?
1. Find your name tag
2. Locate your table indicated on your name tag
3. Meet your facilitator
4. Pull out your digital device
5. Open the Google Doc for your table located
at: http://uwm.edu/deta/summit/docs
2. National Research Center for
Distance Education and Technological
Advancements (DETA)
Tanya Joosten, DETA Co-Director and PI, @tjoosten, tjoosten@uwm.edu
Laura Pedrick, DETA Advisory Board, lpedrick@uwm.edu
Diane Reddy, DETA Co-Director and PI, reddy@uwm.edu
slideshare.net/tjoosten
uwm.edu/deta/summit
#DETASummit
17. Partners: UW-System, UW-Extension, Milwaukee Area Technical College, EDUCAUSE
Year Goals Activities
1-2
Develop National Distance Education and Technology
Advancements (DETA) research models for online
education
1. Host national summit
2. Determine desired outcomes
3. Establish framework of inquiry
4. Formulate measures
5. Establish research instrumentation
1-2
Implement technology systems for data collection,
storage, and retrieval
1. Develop protocols for data collection
2. Implement software for the collection of data
3. Establish guidelines for data storage
4. Develop protocols for data retrieval
5. Implement hardware and software for the storage and retrieval of data
2-3
Collect data by replicating research models at the
course, program, and institutional level
1. Produce research toolkits
2. Evaluate pilot grant proposal submissions
3. Engage research fellows in research projects
4. Ensure data collection addresses audiences of interest
2-3
Produce effective use cases for instructional
improvement to enhance student learning through
identification of success factors
1. Develop blueprints for best practices
2. Tag items for specific audiences
3. Develop rubric for course and program evaluation
2-3
Identify and disseminate success factors for
competency-based distance education
1. Conduct research on CBE
2. Develop best practices blueprints for CBE
3
Develop guidelines and a rubric for the diffusion of
technological advancements
1. Advance guidelines for technology diffusion
2. Develop technology evaluation rubric
1-3
Include disability in all aspects of the research goals 1. Embed disability specific questions/data fields within research instrumentation
2. Create curricular disability accessibility assessment tools
3. Identify which interventions impact learning for which type of disabilities
19. Today
8:30-9:15 Idea generation and brainstorming
activities
9:15-9:30 Voting and break
9:30-10:15 Idea generation and
brainstorming activities
10:15-10:30 Voting and break
10:30-11:00 Summary and next steps
11:00 END
11:30-12:30 Supplemental sessions
21. Next steps
8:30-9:15 Idea generation and brainstorming
activities
9:15-9:30 Voting and break
9:30-10:15 Idea generation and
brainstorming activities
10:15-10:30 Voting and break
10:30-11:00 Summary and next steps
11:00 END
11:30-12:30 Supplemental sessions
23. Part 1:
In understanding student success in distance education, we as a field
need to have a consistent understanding of student success across
programs and institutions, including identifying shared desired outcomes.
In considering this need, what are the research questions
that will assist us in identifying key factors impacting these shared
desired outcomes to best enhance the understanding of distance
education across institutions and populations?
Potential Research Questions:
Discussion Notes (everyone can contribute):
24.
25.
26. Part 2:
In consideration of the research questions proposed in enhancing our
understanding of the key factors, what variables should be
included in the framework of inquiry to help us answer these questions
surrounding distance education and technological advancements?
Potential Variables:
Discussion Notes (everyone can contribute):
31. Supplemental sessions
Today, 11:30am-12:30pm, Laguna Room
1. Data Acquisition Challenges in Conducting Cross-
Institutional Research, Ray Fleming
2. Determining Access in Distance Education, Roger
Smith
3. Supporting Students: Issues in Distance Education
Research, Simone Conceição and Jonnie Dovorak
Tomorrow: Research in Competency-based Education
(CBE), Tuesday, 5:15-6:00pm, Laguna Room
uwm.edu/DETA/Summit/Docs
34. Tanya Joosten, DETA Co-Director and PI, @tjoosten,
tjoosten@uwm.edu
Laura Pedrick, DETA Advisory Board,
lpedrick@uwm.edu
Diane Reddy, DETA Co-Director and PI,
reddy@uwm.edu
Editor's Notes
Thanks for coming
Laura Pedrick to discuss UWM, our history of online, blended, and CBE. Provide a profile, number of online courses, students, programs.
Highlight our background and expertise in our campus partners including R2D2, PASS, LTC/CETL, etc.
Text plus images (Mean study)
Rich, current (Web clips, videos, see Ginkgotree study)
…to identify outcomes and influences on all students.
Specifically, we look to examine the effectiveness of education interventions across courses and institutions
We would like to follow WWC standards by conducting Randomized Controlled Trials and Quasi-Experimental Designs when possible
to identify outcomes and influences on all students, including those with disabilities.
Laura Pedrick to discuss our different partners and why we engaged them for the grant.
Provide Justification for year 1 goal
Discuss each activity for year 1 goal
1. Host national summit
2. Determine desired outcomes
3. Identify research questions to facilitate cross-institutional research
4. Establish framework of inquiry, including common variables
Moving forward:
5. Formulate measures
6. Establish research instrumentation and methodology
Transition: Now, let’s talk more specifically about our first activity as we are launching this grant.
Provide details on the summit at the ELI Annual Meeting
Where, when, why, who, how…
Collect data by replicating research models at the course, program, and institutional level
Discuss research toolkits produced from year 1 being used by our research fellows, institutional partners, CBEN institutions
Diane can further discuss work of research fellows
Laura can discuss CBEN data collection plans
1. Produce research toolkits
2. Evaluate pilot grant proposal submissions
3. Engage research fellows in research projects
4. Ensure data collection addresses audiences of interest
Dissemination
1. Research toolkits through DETA Community Website and ELI annual conference
Transition: let’s discuss a little bit more about our sub-grant awards. This is where other institutions can get involved.
Call for proposals for pilot grant through DETA Community Website and ELI annual conference
Jan/Feb 2015
Evaluate pilot grant proposal submissions
Ensure data collection addresses audiences of interest
Produce effective use cases for instructional improvement to enhance student learning through identification of success factors
These guides contain practical recommendations that educators can use to address specific challenges in their courses and programs (WWC)
Activities
1. Develop blueprints for best practices
2. Tag items for specific audiences
Dissemination
1. Effective practices use cases (accessible multimedia) through DETA Community Website and ELI SEI Website
Goal 5: Identify and Disseminate Success Factors for Competency-Based Distance Education
1. Conduct Research on CBE
2. Develop Best Practices Blueprints for CBE
Dissemination
1. Best practices use cases (accessible multimedia) through DETA Community Website, ELI Webinar, and ELI SEI Website
Laura Pedrick
Goal 5: Identify and Disseminate Success Factors for Competency-Based Distance Education
1. Conduct Research on CBE
2. Develop Best Practices Blueprints for CBE
Dissemination
1. Best practices use cases (accessible multimedia) through DETA Community Website, ELI Webinar, and ELI SEI Website
Learning and instructional effectiveness
-Quality of education meets standards
Learning Effectiveness OLC 5 Pillars
The provider demonstrates that online learning outcomes meet or exceed institutional, industry, and/or community standards. Faculty perception surveys or sampled interviews compare learning effectiveness in delivery modes. Learner/graduate/employer focus groups or interviews measure learning gains. Faculty report online learning is equivalent or better. Direct assessment of student learning is equivalent or better.
Instructional effectiveness as defined by WWC--
Instructional improvement, program effectiveness, administrator effectiveness, curriculum evaluation, educational quality, outcomes of education, instructional media
Program level outcomes
Institutional level outcomes
Achievement
Achievement as defined by WWC - success, failure, achievement gains, academic
achievement, improvement
Success in achieving learning outcomes – USDoE Application for Grants
From US DOE grant summary -- learning outcomes, student outcomes, educational outcomes
Course level outcomes
Access
Access – underrepresented, those with disabilities and minorities
All learners who wish to learn online can access learning in a wide array of programs & courses
Administrative and technical infrastructure provides access to all prospective and enrolled learners. Quality metrics are used for information dissemination; learning resources delivery; and tutoring services.
Satisfaction
Satisfaction – student and instructor
Faculty are pleased with teaching online, citing appreciation and happiness.
Students are pleased with their experiences in learning online, including interaction with instructors and peers, learning outcomes that match expectations, services, and orientation.
Repeat teaching of online courses by individual faculty indicates approval. Addition of new faculty shows growing endorsement.
Metrics show growing satisfaction via: Surveys and/or interviews, Alumni surveys, referrals, testimonials, Outcomes measures, Focus groups, Faculty/Mentor/Advisor perceptions
If you haven’t done so
8:30-9:15 Idea generation and brainstorming activities
9:15-9:30 Break
9:30-10:15 Idea generation and brainstorming activities
10:15-10:30 Break
10:30-10:45 Vote: Consensus gathering and prioritization through online polling
10:45-11:00 Summary and next steps
9:15-9:30 Vote Break
9:30-10:15 Idea generation and brainstorming activities
9:15-9:30 Vote and Break
9:30-10:15 Idea generation and brainstorming activities
9:30-10:15 Idea generation and brainstorming activities
10:15-10:30 Break
10:30-10:45 Vote: Consensus gathering and prioritization through online polling
10:45-11:00 Summary and next steps
9:30-10:15 Idea generation and brainstorming activities
10:15-10:30 Break
10:30-10:45 Vote: Consensus gathering and prioritization through online polling
10:45-11:00 Summary and next steps
10:15-10:30 Break
10:30-10:45 Vote: Consensus gathering and prioritization through online polling
10:45-11:00 Summary and next steps
10:30-10:45 Vote: Consensus gathering and prioritization through online polling
10:45-11:00 Summary and next steps
Today is the tip of the iceberg
In the coming month, we will be reviewing the data and information gathered today to help develop a research model that will guide our research in year two of our grant.
We will look to engage with key folks to assist in formulate standard measures to help facilitate cross institutional research
We will develop methodology, including instrumentation, to assist in the collection and analysis of data
We will distribute research tool kits that will provide others the tools they need to conduct research at their own institution at the course or program level.
We will announce an RFP for subgrant awards as we look to collaborate with educators and researchers from all over the country in conducting cross institutional research to identify the key factors in distance education that positively influence the desired outcomes.
Each session will be facilitated by a DETA research fellow or partner
Goals of supplemental sessions:
Deep dive into topics that are important to the success of the grant.
We want to hear from you all about these specialized topics
Many of you have valuable experiences to share with us that will assist in making this a successful effort
Note: These sessions are held over the lunch hour, so feel free to grab lunch and come join us
Tuesday, February 10th, 2015
4:15pm
California B, Second Floor
Thanks to all of you for funding your travel to join the DETA partners here at ELI and share your knowledge and expertise in this area to ensure we have a well informed research model moving forward.
Thanks to ELI for hosting us at their annual meeting. We greatly appreciate the efforts of their staff in helping us make this event a success.
Enjoy the conference.