Opportunities to Engage First Year Students at Community CollegesHobsons
As part of the Student Success and Support Program (SSSP) led by the Chancellor’s Office, Los Medanos College began implementing tools from the Starfish Enterprise Success Platform – specifically, early alert and degree planning – in 2015. In this Webinar, you’ll learn about their recipe for implementing student success technologies within a statewide initiative.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Opportunities to Engage First Year Students at Community CollegesHobsons
As part of the Student Success and Support Program (SSSP) led by the Chancellor’s Office, Los Medanos College began implementing tools from the Starfish Enterprise Success Platform – specifically, early alert and degree planning – in 2015. In this Webinar, you’ll learn about their recipe for implementing student success technologies within a statewide initiative.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Points of Strength & Distinction at Assiut University Faculty of Education (A...memogreat
Abdallah, M. M. S. (2015). Points of Strength & Distinction at Assiut University Faculty of Education (AUFOE). Presentation made at Quality Assurance Unit, Assiut University Faculty of Education, Capacity Development of Faculties of Education in International approaches to teacher education, as an event in a 6-day visit to Assiut University, Egypt, by a delegation from Stockholm University, Sweden, as part of TEMPUS Exchange Programme (6-12 March, 2015).
In 2019 ACODE ran a survey to understand where Australasian HE Institutions were up-to in relation to establishing micro-credentials. At that point less than a quarter had even a policy in place. Since then the effort towards micro- credentialing has increased. The 2020 ACODE survey reveals that, if not already well-underway, institutions are developing or seriously considering micro- credentialing strategies. A number of interesting trends emerged that this presentation will explore, such as, several universities are working on ways to
integrate existing short course systems into award course systems. Others are planning to offer micro-credentials to businesses and government in a commercial capacity. It was noted that professional practice degrees are a new space being explored to tap into industry partnerships. There is also consideration of co-delivery with VET providers. In all this, many indicated that they needed to rethink their operating structures to best service micro-credentials in their various permutations.
Program of community-building strategies for online and hybrid learning courses. This session will cover strategies developed by the OCTC Title III team geared toward online student engagement, success, retention, and completion.
Based on data form a range of ACODE Surveys over the last 12 months, and other industry data, there have been some distinct trends emerge that suggest that institutions are taking a fresh look at how they conduct teaching and assessment, longer term. Much of this has been predicated on what was necessary to deal with lock-down situations due to COVID-19, but more recently this has allowed institutions to consider the longer-term advantages in accommodating different forms of assessment, those that have traditionally fallen out of what was considered ‘normal’, most notably the ‘exam’. This shift in thinking has also extended to what institutions considering different forms of delivery of their core content, with there being a distinct shift away from what has been the mainstay for centuries, the ‘Lecture’. This shift has allowed for more authentic forms of delivery, ones based in more collaborative and active approaches. This presentation with provide a summary of some of the key data and share some examples of how some institutions are approaching the next few years, as uncertainty around the short-term future of in-person learning and teaching persists.
Exploring Digital Assessment Strategies in a Digital AgeGreig Krull
Presentation about exploring digital or online assessment strategies at the NADEOSA / DEASA Conference about Open Learning, hosted by Unisa and UP, Pretoria, South Africa on 6 September. Provides a conceptual overview of considerations for assessment strategies for open or distance learning providers, digital assessment benefits and challenges and assessment forms.
Increasing Retention Through an Integrated Student Experience ApproachHobsons
Northern Essex Community College was designated as a Hispanic Serving Institution (HSI) in 2002. Early in 2014, the college initiated a small pilot program to implement Starfish Early Alert. NECC has experienced marked success in its campus rollout and expansion throughout the implementation process, helped by initiatives that drive awareness and deliver training and support among campus constituents. The school’s efforts have earned it a 2015 “Rising Star” Award from Starfish by Hobsons and a finalist placement in the associates category for Excelencia in Education. NECC will also be featured in a national report by the Alliance of HSI Educators. This webinar will focus on effective implementation strategies, student success and retention outcomes, lessons learned and NECC’s plans for an integrated student experience using Starfish to increase student retention and success.
Anne Arundel Community College (AACC) faculty members presented information about a National Science Foundation-funded scholarship program that provided support to engineering and technology students. The Engineering Scholars Program: Increasing Access and Diversity targeted underrepresented groups, but anyone with financial need was eligible.
Naviance Summer Institute 2015 Product ForumNaviance
The product forum at the 2015 Naviance Summer Institute highlighted Hobsons' commitment to bridging the divide between college eligibility and college readiness.
Presented on behalf of the Australian Government, Department of Education, Skills and Employment and for the Ministry of Education for the Government of India. On the 20 November 2020
Abstract: Over the last 20 years distance, and now online learning, has evolved in unexpected and unprecedented ways due to the emergence of a variety of factors. These include but are certainly not limited to the advent of social media, the strengthening of wireless internet, particularly to internet optimised mobile devices, a new wave of learning management systems and the emergence of online productivity tools. There is now a strong emphasis on the role of standards within the online offering of courses, that has led to institutions being able to mediate the quality of their offerings, providing new levels of consistency and equivalence, which has risen in importance in the wake of the outbreak of COVID-19 globally. These contemporary ways of looking at online and distance learning means that there is an opportunity to consider new models of teaching that allow for more active, collaborative and authentic forms of student engagement that shift the emphasis away from teaching to learning and preparing student for the future of work. The Australian Council on Open Distance and e-Learning’s (ACODE) role, among other things, is to provide institutions with guidance and expertise on these new approaches in the distance and e-learning fields, while advocating and promoting best practise amongst its members.
Kott RDAP11 Institutional Repository Case StudiesASIS&T
Stanford Digital Library Repository in the Digital Library Ecosystem, Katherine Kott, Stanford Digital Repository; Policy-based Data Management; RDAP11 Summit
The 2nd Research Data Access and Preservation (RDAP) Summit
An ASIS&T Summit
March 31-April 1, 2011 Denver, CO
In cooperation with the Coalition for Networked Information
http://asist.org/Conferences/RDAP11/index.html
Points of Strength & Distinction at Assiut University Faculty of Education (A...memogreat
Abdallah, M. M. S. (2015). Points of Strength & Distinction at Assiut University Faculty of Education (AUFOE). Presentation made at Quality Assurance Unit, Assiut University Faculty of Education, Capacity Development of Faculties of Education in International approaches to teacher education, as an event in a 6-day visit to Assiut University, Egypt, by a delegation from Stockholm University, Sweden, as part of TEMPUS Exchange Programme (6-12 March, 2015).
In 2019 ACODE ran a survey to understand where Australasian HE Institutions were up-to in relation to establishing micro-credentials. At that point less than a quarter had even a policy in place. Since then the effort towards micro- credentialing has increased. The 2020 ACODE survey reveals that, if not already well-underway, institutions are developing or seriously considering micro- credentialing strategies. A number of interesting trends emerged that this presentation will explore, such as, several universities are working on ways to
integrate existing short course systems into award course systems. Others are planning to offer micro-credentials to businesses and government in a commercial capacity. It was noted that professional practice degrees are a new space being explored to tap into industry partnerships. There is also consideration of co-delivery with VET providers. In all this, many indicated that they needed to rethink their operating structures to best service micro-credentials in their various permutations.
Program of community-building strategies for online and hybrid learning courses. This session will cover strategies developed by the OCTC Title III team geared toward online student engagement, success, retention, and completion.
Based on data form a range of ACODE Surveys over the last 12 months, and other industry data, there have been some distinct trends emerge that suggest that institutions are taking a fresh look at how they conduct teaching and assessment, longer term. Much of this has been predicated on what was necessary to deal with lock-down situations due to COVID-19, but more recently this has allowed institutions to consider the longer-term advantages in accommodating different forms of assessment, those that have traditionally fallen out of what was considered ‘normal’, most notably the ‘exam’. This shift in thinking has also extended to what institutions considering different forms of delivery of their core content, with there being a distinct shift away from what has been the mainstay for centuries, the ‘Lecture’. This shift has allowed for more authentic forms of delivery, ones based in more collaborative and active approaches. This presentation with provide a summary of some of the key data and share some examples of how some institutions are approaching the next few years, as uncertainty around the short-term future of in-person learning and teaching persists.
Exploring Digital Assessment Strategies in a Digital AgeGreig Krull
Presentation about exploring digital or online assessment strategies at the NADEOSA / DEASA Conference about Open Learning, hosted by Unisa and UP, Pretoria, South Africa on 6 September. Provides a conceptual overview of considerations for assessment strategies for open or distance learning providers, digital assessment benefits and challenges and assessment forms.
Increasing Retention Through an Integrated Student Experience ApproachHobsons
Northern Essex Community College was designated as a Hispanic Serving Institution (HSI) in 2002. Early in 2014, the college initiated a small pilot program to implement Starfish Early Alert. NECC has experienced marked success in its campus rollout and expansion throughout the implementation process, helped by initiatives that drive awareness and deliver training and support among campus constituents. The school’s efforts have earned it a 2015 “Rising Star” Award from Starfish by Hobsons and a finalist placement in the associates category for Excelencia in Education. NECC will also be featured in a national report by the Alliance of HSI Educators. This webinar will focus on effective implementation strategies, student success and retention outcomes, lessons learned and NECC’s plans for an integrated student experience using Starfish to increase student retention and success.
Anne Arundel Community College (AACC) faculty members presented information about a National Science Foundation-funded scholarship program that provided support to engineering and technology students. The Engineering Scholars Program: Increasing Access and Diversity targeted underrepresented groups, but anyone with financial need was eligible.
Naviance Summer Institute 2015 Product ForumNaviance
The product forum at the 2015 Naviance Summer Institute highlighted Hobsons' commitment to bridging the divide between college eligibility and college readiness.
Presented on behalf of the Australian Government, Department of Education, Skills and Employment and for the Ministry of Education for the Government of India. On the 20 November 2020
Abstract: Over the last 20 years distance, and now online learning, has evolved in unexpected and unprecedented ways due to the emergence of a variety of factors. These include but are certainly not limited to the advent of social media, the strengthening of wireless internet, particularly to internet optimised mobile devices, a new wave of learning management systems and the emergence of online productivity tools. There is now a strong emphasis on the role of standards within the online offering of courses, that has led to institutions being able to mediate the quality of their offerings, providing new levels of consistency and equivalence, which has risen in importance in the wake of the outbreak of COVID-19 globally. These contemporary ways of looking at online and distance learning means that there is an opportunity to consider new models of teaching that allow for more active, collaborative and authentic forms of student engagement that shift the emphasis away from teaching to learning and preparing student for the future of work. The Australian Council on Open Distance and e-Learning’s (ACODE) role, among other things, is to provide institutions with guidance and expertise on these new approaches in the distance and e-learning fields, while advocating and promoting best practise amongst its members.
Kott RDAP11 Institutional Repository Case StudiesASIS&T
Stanford Digital Library Repository in the Digital Library Ecosystem, Katherine Kott, Stanford Digital Repository; Policy-based Data Management; RDAP11 Summit
The 2nd Research Data Access and Preservation (RDAP) Summit
An ASIS&T Summit
March 31-April 1, 2011 Denver, CO
In cooperation with the Coalition for Networked Information
http://asist.org/Conferences/RDAP11/index.html
Higher Ed: Global Education
Sponsored & Hosted by: Wimba, Inc. (http://www.wimba.com/)
This webinar will explore a broad range of issues related to the institution's/unit's practices and procedures as new global campuses become the norm and the traditional education landscape transforms. Specific areas of interest may focus on strategic planning, accreditation, faculty workload, international programs, virtual learning communities, leadership, connecting educational institutions globally, trends, best practices and alternative education as an issue of national competitiveness.
Mike Mullen update on UK Retention, Spring 2011, University Committee on Acad...University of Kentucky
Presentation by Dr. Michael D. Mullen, Associate Provost for Undergraduate Education, University of Kentucky; Spring 2011; to the University Senate committee charged with developing academic planning and priorities - http://www.uky.edu/ucapp/
Overview of Effective Learning Analytics Using data and analytics to support ...Bart Rienties
Begona Nunez-Herran and Kevin Mayles (Data and Student Analytics), Rebecca Ward (Data Strategy and Governance)
-Move towards centralised LA data infrastructure
-Data governance and lessons learned
Prof Bart Rienties & PhD students (Institute of Educational Technology)
-What is the latest “blue sky” learning analytics research from the OU?
-Rogers Kalissa: Social Learning Analytics to support teaching (University of Oslo)
-Saman Rizvi: Cultural impact of MOOC learning (IET)
-Shi Min Chua: Why does no one reply to my posts (IET/WELS)
-Maina Korir: Ethics and LA (IET)
-Anna Gillespie: Predictive Learning Analytics and role of tutors (EdD)
Prof John Domingue (Knowledge Media Institute) & Dr Thea Herodotou (IET)
-What have we learned from 5 years of large scale implementation of OU Analyse?
-Where is LA/AI going?
Post-Conference Institute at the 2010 National College Learning Center Association Conference in Charlotte, NC
Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging technologies in ways that can enhance the ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
Building a District System of Engagement and Support for PathwaysNAFCareerAcads
This workshop for district leadership will provide a framework for building a district system of support so that academies at school sites have the support to thrive. Topics of discussion include leadership, equity, system alignment, pathway design and quality, and operations with attention given to the development of broad-based coalition
Best practices in online student services Inna Link
This presentation examines key institutional factors in online program design and highlights the latest technological approaches in supporting non-traditional learners in the context of distance education
Leveraging data driven decision making to drive student success, retention, a...ekunnen
Learn from four institutions that are using data-driven decision-making to streamline data collection, support student success and retention initiatives, scale accessibility, and increase campus-wide collaboration.
Outcomes: Gain insight from an unprecedented data set around content accessibility and UDL in the LMS * Complete an “Accessibility Strategizer” as a first step to catalyze a culture shift toward inclusion * Learn strategies in using data integration to support student success and retention initiatives * Discover ways to use student data not just for institutional reporting or service improvement but also to benefit individual students and increase campus collaboration
Learn@UW Executive Committee Roadmap Presentation, July 2014Tanya Joosten
I chaired a strategic visioning process as a member of the Learn@UW Executive Committee for UW System in 2013-2014. See https://www.wisconsin.edu/systemwide-it/projects/academic-roadmap/ for more information.
Learn@UW Executive Committee Roadmap Presentation, July 2014
Without Borders
1. Without Borders: Managing Multi-Institution Collaborative Online Programs WCET 19 th Annual Conference November 9, 2007
2. Overview of consortia groups Four examples (Great Plains Idea, Big 12 Engineering Consortium, WICHE Internet Course Exchange and The University of Texas TeleCampus) Questions and comments Presenters: Marta Hubbard, The University of Texas TeleCampus Dana Reinert, Institute for Academic Alliances Chuck Wight, University of Utah Maggi Murdock,, University of Wyoming
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16. I nstitute for A cademic A lliances | http://www.k-state.edu/iaa Facilitating the Advancement of Inter-Institutional Academic Programs… WORLDWIDE Institute for Academic Alliances Great Plains I nteractive D istance E ducation A lliance Canadian Studies Institute for Academic Alliances
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18. I nstitute for A cademic A lliances | http://www.k-state.edu/iaa Leadership – Great Plains IDEA Canadian Studies Deans established – 1994 – cooperate to compete Board of Directors Lead Institution Functional Leads Faculty Chairs Campus Coordinators Advisory Boards Department Chairs
19. Leadership – Big 12 Engineering Impetus from Deans (2005) – meet industry/societal needs Dean leadership group Faculty coordinators Campus coordinators Project coordinators I nstitute for A cademic A lliances | http://www.k-state.edu/iaa
20. I nstitute for A cademic A lliances | http://www.k-state.edu/iaa Management – Great Plains IDEA Alliance Agreements Alliance MOA Program MOA Policy and Procedure Manual Graduate Deans: 1. Behave as Equals 2. Respect Institutional Differences 3. Simplify Student Navigation
21. I nstitute for A cademic A lliances | http://www.k-state.edu/iaa Firewall – Great Plains IDEA Master’s Degrees and Graduate Certificates Family Financial Planning Premiered Fall 2000 Youth Development Gerontology Premiered Fall 2003 Merchandising Community Development Premiered Fall 2005 Dietetics FCS Education Premier Fall 2007
22. Anytime - 6 Credit Practicum/Project Family Financial Planning Master’s Curriculum - 42 Credits Insurance Planning Funda-mentals of Financial Planning Summer Spring Fall Family Econ Housing & Real Estate Retirement Planning Financial Planning Case Studies Housing & Real Estate Financial Counseling Estate Planning Profes-sional Practices in FFP Family Systems Family Systems Personal Income Taxation Financial Planning Case Studies Investing in the Family’s Future
23. I nstitute for A cademic A lliances | http://www.k-state.edu/iaa Firewall – Great Plains IDEA Finance Distribution Common Price = Tuition + Fees Fall 2007: $415/graduate credit hour $295/undergraduate credit hour Internal Distribution
24. I nstitute for A cademic A lliances | http://www.k-state.edu/iaa Firewall – Great Plains IDEA Institutional Policies and Procedures Tech support Faculty workload Intellectual property Admissions requirements Enrollment procedures
25. I nstitute for A cademic A lliances | http://www.k-state.edu/iaa Firewall – Big 12 Engineering Institutions currently make all decisions .
26. I nstitute for A cademic A lliances | http://www.k-state.edu/iaa Info Exchange – Great Plains IDEA Streamlined Processes Campus Coordinators Student Acknowledgement Form ExpanSIS Multi-Institutional Student Information System
27. I nstitute for A cademic A lliances | http://www.k-state.edu/iaa Info Exchange – Great Plains IDEA ExpanSIS Multi-Institutional Student Information System
28. Course Mapping Each Alliance course that is offered at your university will need to be mapped to your own course department, number and title. Only courses that you participate in need to be mapped. Mapping allows individual Universities to translate an Alliance Course Title into your University’s Course Title.
29. System Search Feature A quick and robust search feature allows program coordinators to quickly find staff and students in the ExpanSIS system.
30. Input Personnel Important demographic information is entered on alliance faculty and staff. After entries are created, instructors can be assigned to the courses they teach and coordinators and academic administrators can be assigned to a university.
31. Schedule Courses When scheduling a course, the coordinator from the teaching institution selects the instructor, start and end dates, the number of credit hours, textbook information, and comments about the offering. Once a course is scheduled, coordinators from any institution can view and enroll students.
32. Create Students Coordinators from the student’s admitting university are responsible for entering all the demographic information about the student. In addition to the information below there are pages for contact information, admitted program, and course history. The history page contains a listing of courses the student has taken, the semester and the grade received.
33. Enroll Students At a glance you are able to see all the courses being offered for a particular semester. Clicking on Enroll to the right will show you all the enrollment activity for that course as well as allow you to add, drop, and apply refunds.
34. Assign Grades Here you will be able to see a list of courses being offered for a particular semester. A coordinator can enter grades for courses that their institution teaches. Coordinators can also view the grades students receive, but only for those students that were admitted by their institution.
35. I nstitute for A cademic A lliances | http://www.k-state.edu/iaa Info Exchange – Big 12 Engg Mixed Model for 2007 Student Acknowledgement Form Manual information-sharing Depending on the institution: Credit transfer - OR - Enrollment at home institution
36. I nstitute for A cademic A lliances | http://www.k-state.edu/iaa Institute for Academic Alliances Dana Reinert 785-532-5493 [email_address] Contact for more information:
37. WICHE Internet Course Exchange (WICHE ICE) Chuck Wight, Associate Vice President, University of Utah Maggi Murdock, Associate Vice President, Academic Affairs and Dean, Outreach School, University of Wyoming INTERNET COURSE EXCHANGE
NEON: Northwest Educational Outreach Network (Funded by FIPSE to help institutions and states pool their academic resources to share electronically delivered degree programs, certificates, and courses). NEXus: Nursing Education Exchange. Grew out of NEON and identified need for nursing programs to share courses.