This document summarizes a workshop on embracing digital learning spaces for workforce development and adult basic education. The workshop included several presentations and panels on topics such as industry partnerships for online education, interactive learning tools, continuous improvement in online teaching and learning, and implementing technology in ESL and ABE classrooms. It provides an agenda with times and descriptions of each presentation.
The document discusses combining a social network and information gateway to support at-risk students. It aims to address the significantly lower retention rates of Alaska Native students at UAA compared to average. The project uses a virtual challenge-based learning approach through a social networking site to engage students. This involves students working in online groups to solve real-world problems through directed research and critical thinking. The goals are to increase engagement, foster creative technology use, and improve satisfaction and learning outcomes for at-risk students.
The world is in a constant state of change. The changes are profoundly affecting every
part of the fabric of our society.
Education is particularly is affected by change, with a
direct impact on the cultures of our schools and universities, and also by projection –
with implications for all our futures.
It is likely that the students we now teach will leave school to enter a world of work
that is radically different to the world with which we are currently familiar.
The evolution of digital media has brought us to an unprecedented point in history
where we are able to connect, create and collaborate in new ways on a global basis.
Knowledge production is burgeoning, to the extent that any fact or statistic is now
openly searchable and available on the Web. Such cultural shifts necessitate new
modes of thinking, new ways of communication and new rules of engagement with
people, content and organisations.
Mobile technologies, handheld devices and social media have combined to create
fertile, anytime-anyplace learning opportunities that are unprecedented. Teachers and
learners are adapting to these new untethered and ubiquitous modes of education,
and in so doing, are discovering an entirely new array of skills which we shall call the
‘digital literacies’. These include the ability to learn across and between multiple and
diverse platforms, the ability to self broadcast to large audiences and the discernment
to select and filter out good and bad content, all achievable within ever changing mediated environments.
What will be the new skills and literacies that teachers and students will need, to
survive and thrive in the digital age? How will assessment of learning change? What
will be the expectations of young learners, and will these differ from what the
institutions can offer? Ultimately, how will teachers prepare students for a world of
work we can no longer clearly describe?
I
n this presentation he will explore these concepts and discuss the future of learning
and teaching in the digital age.
Effective Communications for Schools in the 21st Century May 28 2012James Murphy
Effective Communications for Schools in the 21st Century discusses trends in technology and communications tools for schools. It provides an overview of tools like social media, mobile apps, and digital content that are changing how schools communicate. The presentation encourages educators to explore these new tools and ways they can engage and inform students, parents, and the community in the digital age. It aims to provide ideas and spark discussion on adapting communications strategies for 21st century learners and learning environments.
Building a professional digital identity 2018Nic Fair
This document discusses building a professional digital identity and presence online. It emphasizes the importance of developing a consistent online identity across social media platforms and professional networks like LinkedIn and Academia.edu. It recommends growing one's network by connecting with relevant individuals and groups, managing the network by providing value and responding promptly, and activating the network by asking for help. Building an online presence can help with research impact, public engagement, teaching and learning, and career development. The document provides practical tips for using blogs and social media to communicate research and collaborate with others.
The document discusses various ways for classrooms to connect to the world through electronic field trips and online collaborations. It provides examples of field trips that could virtually visit places like rainforests, museums, and performances. It also discusses how teachers can find and integrate these resources into their curriculum, as well as tips for planning and conducting online exchanges with other classrooms or experts.
This document discusses issues related to the use of eLearning and social media tools in vocational education. It notes a disconnect between how technology is used outside of education versus inside. Barriers like institutional firewalls and policies prevent educators from modeling latest tech uses and conducting good practices. Possible solutions include separating education networks, giving workgroups admin rights over parts of servers, and designating staff for support.
Effective communication is essential for leaders in the 21st century. This document discusses trends in technology and learning, tools for communicating, and ideas for improving communication. It suggests that communication tools have changed dramatically with the rise of mobile devices, online learning, and social media. Leaders must adapt to using new digital tools like smartphones, tablets, learning management systems, and social media to communicate effectively with students, teachers, and the community in the modern world.
The document discusses combining a social network and information gateway to support at-risk students. It aims to address the significantly lower retention rates of Alaska Native students at UAA compared to average. The project uses a virtual challenge-based learning approach through a social networking site to engage students. This involves students working in online groups to solve real-world problems through directed research and critical thinking. The goals are to increase engagement, foster creative technology use, and improve satisfaction and learning outcomes for at-risk students.
The world is in a constant state of change. The changes are profoundly affecting every
part of the fabric of our society.
Education is particularly is affected by change, with a
direct impact on the cultures of our schools and universities, and also by projection –
with implications for all our futures.
It is likely that the students we now teach will leave school to enter a world of work
that is radically different to the world with which we are currently familiar.
The evolution of digital media has brought us to an unprecedented point in history
where we are able to connect, create and collaborate in new ways on a global basis.
Knowledge production is burgeoning, to the extent that any fact or statistic is now
openly searchable and available on the Web. Such cultural shifts necessitate new
modes of thinking, new ways of communication and new rules of engagement with
people, content and organisations.
Mobile technologies, handheld devices and social media have combined to create
fertile, anytime-anyplace learning opportunities that are unprecedented. Teachers and
learners are adapting to these new untethered and ubiquitous modes of education,
and in so doing, are discovering an entirely new array of skills which we shall call the
‘digital literacies’. These include the ability to learn across and between multiple and
diverse platforms, the ability to self broadcast to large audiences and the discernment
to select and filter out good and bad content, all achievable within ever changing mediated environments.
What will be the new skills and literacies that teachers and students will need, to
survive and thrive in the digital age? How will assessment of learning change? What
will be the expectations of young learners, and will these differ from what the
institutions can offer? Ultimately, how will teachers prepare students for a world of
work we can no longer clearly describe?
I
n this presentation he will explore these concepts and discuss the future of learning
and teaching in the digital age.
Effective Communications for Schools in the 21st Century May 28 2012James Murphy
Effective Communications for Schools in the 21st Century discusses trends in technology and communications tools for schools. It provides an overview of tools like social media, mobile apps, and digital content that are changing how schools communicate. The presentation encourages educators to explore these new tools and ways they can engage and inform students, parents, and the community in the digital age. It aims to provide ideas and spark discussion on adapting communications strategies for 21st century learners and learning environments.
Building a professional digital identity 2018Nic Fair
This document discusses building a professional digital identity and presence online. It emphasizes the importance of developing a consistent online identity across social media platforms and professional networks like LinkedIn and Academia.edu. It recommends growing one's network by connecting with relevant individuals and groups, managing the network by providing value and responding promptly, and activating the network by asking for help. Building an online presence can help with research impact, public engagement, teaching and learning, and career development. The document provides practical tips for using blogs and social media to communicate research and collaborate with others.
The document discusses various ways for classrooms to connect to the world through electronic field trips and online collaborations. It provides examples of field trips that could virtually visit places like rainforests, museums, and performances. It also discusses how teachers can find and integrate these resources into their curriculum, as well as tips for planning and conducting online exchanges with other classrooms or experts.
This document discusses issues related to the use of eLearning and social media tools in vocational education. It notes a disconnect between how technology is used outside of education versus inside. Barriers like institutional firewalls and policies prevent educators from modeling latest tech uses and conducting good practices. Possible solutions include separating education networks, giving workgroups admin rights over parts of servers, and designating staff for support.
Effective communication is essential for leaders in the 21st century. This document discusses trends in technology and learning, tools for communicating, and ideas for improving communication. It suggests that communication tools have changed dramatically with the rise of mobile devices, online learning, and social media. Leaders must adapt to using new digital tools like smartphones, tablets, learning management systems, and social media to communicate effectively with students, teachers, and the community in the modern world.
San José State University implemented a five-year technological upgrade plan to promote an "anytime, anywhere" learning experience for students. The chief information officer assessed the university's needs and developed a vision for seamlessly blending technology and education. The strategy included upgrading the wireless network from 700 to 2,500 access points, installing video conferencing in classrooms, and providing unified communications for employees. The project aims to transform the university's technology infrastructure and learning environment by 2017 through innovations like wireless access across campus, virtual computer labs, and lecture capture archives.
10 28 Post School At Planning Through The Transition Processsusangill
The document outlines the agenda and topics covered at a community of practice meeting on assistive technology (AT) transition planning through the school transition process. The agenda included discussions on AT planning for post-secondary education, employment, independent living, self-advocacy, and resources. Presenters discussed relevant legislation, common types of AT, incorporating AT into IEPs, assessment processes, and considerations for successful AT transition.
This paper expounds the negative effect of E-learning in respect that E-learning commits harm to learners'
health, results in "lost in internet", strengthens learners' separation from real world, weakens learners'
logical ability and eases face- to- face interactive relationship. It points E-learning is not the perfect
solution to studying, for the hope of arousing people's focus on negative effective of E- learning so as to
evade misuse in practice.
1) The COVID-19 pandemic accelerated the transition to online learning, with many universities closing campuses and moving classes online.
2) The future of education is uncertain, with 3 possibilities for how the pandemic may continue to impact schools: campuses reopening in 2021, continued online classes through 2021, or a mix of in-person and online instruction depending on virus conditions.
3) Long-term, online learning is likely to become more integrated into education as students and universities recognize benefits like flexibility, lower costs, and accessibility regardless of location.
Trends in e-learning: Research & Practices by Ana Paula Correia PhDInês Araújo
Apresentação da Prof.ª Ana Paula Correia (Iowa State University, USA) que decorreu no dia 30 de Novembro no âmbito do MyMPeL 2013 na Universidade Aberta, Lisboa.
NSC_StudentVoices Featured Article 09-30-15Jonathan Burt
This document summarizes a community college program that received funding from the U.S. Department of Labor to develop STEM certificate programs through collaboration between 10 community colleges. The program created new technical curricula in 5 STEM fields and implemented a completion model that helped 1400 students achieve a 69% on-time completion rate, over 3 times the typical rate. The program opened doors for students, and two students introduced Vice President Biden at a White House event about the program.
The advantages and disadvantages of online learningJanna8482
The document discusses online education and its various forms. It defines online education as learning undertaken on a computer via the internet without attending a traditional school. It notes some key advantages of online education include flexibility, the ability to learn anywhere with an internet connection, and being able to work at one's own pace. However, it also discusses potential disadvantages such as a lack of personal interaction and feeling isolated.
The Value of Distance Education: Burden or Blessing?Mark Brown
Presentation at the Graduate Employment Conference: The Economic Value of Higher Education. Commonwealth Association of Universities, Auckland, 12th July, 2013.
International Federation of National Teaching Fellows World Summit 2017 - pre...Nic Fair
This document outlines a socio-technical higher education perspective (STHEP) that emphasizes the importance of personal learning networks. It argues that learning cannot be separated from the technologies used and that students sit at the center of their own personal learning networks comprising people, institutions, information sources and preferred devices/services. It also suggests reformulating learning theory through a socio-technical lens and that developing digital literacies and networking skills should be embedded in all teaching. The five STHEPs are: 1) the inseparability of learner and technology; 2) students at the center of their personal learning networks; 3) socio-technical constructivism; 4) personal learning networks enabling high-impact pedagogies; and 5) developing
The document discusses the growth of e-learning and its impact on education. It states that internet technologies are being used to deliver broad solutions that enhance knowledge and performance. E-learning is still new, with only 1% of the population having taken an online course, but it is growing rapidly and will transform education. Many benefits of e-learning are highlighted, including flexibility, lower costs, and rich interactive content.
From Online Revolution to Mainstream Evolution: Are We There Yet?Kerry Rice
Kerry Rice is an associate professor in the Department of Educational Technology at Boise State University. She has earned multiple graduate degrees in educational technology, including an Ed.D. She also holds graduate certificates in online teaching for K-12 and adult learners, technology integration, and as a school technology coordinator. Her research focuses on online and blended K-12 education, professional development for online teachers, and using educational data mining to evaluate online programs.
The document provides an overview of integrating technology for student engagement presented at a new faculty conference at BGSU. It discusses the changing landscape of higher education in Ohio, defines key terms, and outlines opportunities and challenges around online and blended learning. Specific resources and support for faculty from the Center for Online and Blended Learning are also highlighted.
This document provides a survey of research on the flipped classroom model. It begins by describing the rise of the flipped classroom due to technological advances enabling online video lectures and ideological movements promoting open education. The survey characterizes existing studies on dimensions such as in-class/out-of-class activities, measures used, and methodology. Most studies explore student perceptions, which are generally positive, though students prefer in-person to video lectures. Anecdotal evidence suggests improved learning compared to traditional classes, but few objective studies of learning outcomes exist. The survey recommends future research use controlled experiments to investigate learning outcomes and consider theoretical frameworks for activity design.
Chase Grammar School needed to upgrade its outdated wireless infrastructure to support its emphasis on technology-enabled learning. A wireless survey identified weaknesses, and TP-Link EAP120 access points were deployed. This provided stable, high-speed WiFi across campus and supported the school's bring-your-own-device policy. The network administrator appreciated the ease of installation and management tools. In the future, the school aims to optimize network performance further and track individual usage.
This document summarizes key trends in technology and their impact on education. It notes that digital information is growing exponentially, content and knowledge are becoming globally shared, and students increasingly expect to access materials online. It advocates for the use of open educational resources to reduce costs and connect students worldwide to knowledge. The document argues that educational institutions must embrace online and collaborative learning to remain relevant and meet growing student demand in a rapidly changing technological landscape.
Technology is rapidly transforming higher education in America. Online learning has grown tremendously over the last 15 years and new forms of learning like MOOCs are both disruptive and innovative. While technology increases access to education globally and cuts some costs, it also threatens to replace face-to-face interaction which some believe hinders learning. American colleges are investing in new technologies like smart classrooms but budget cuts challenge widespread implementation. The future may see a mix of online and in-person learning, with star professors teaching large online audiences, but the effects on student outcomes remain unclear.
The document discusses bring your own device (BYOD) programs in schools. It provides background on BYOD, noting that the trend is driven by lack of funding for one-to-one laptop programs. The document explores reasons for BYOD including ubiquity of student devices and leveraging student attachment to personalize learning. Potential concerns discussed include equity of access and ensuring devices are suitable for tasks. The document outlines various BYOD models and stresses the importance of professional learning focused on student-centered pedagogy, rather than just technology. It provides guidance on developing strong BYOD policies and communicating effectively with stakeholders.
E-Learning and Technology Integration for Little Hands and MindsStaci Trekles
This document discusses integrating e-learning and technology into elementary classrooms. It provides examples of how to use tools like Moodle to make literature come alive and differentiate instruction for young learners. The document outlines objectives of helping students improve comprehension and critical thinking skills while addressing Common Core standards. Examples provided include using video, chat, and online lessons to engage students and support early digital learning skills.
The document discusses online learning in K-12 schools. It provides several reasons for implementing online learning, such as addressing gaps in traditional instruction, providing remediation and test preparation, offering career training and extracurricular activities. It also discusses different types of online learning modules and programs. The document then addresses common concerns about online learning, such as costs and access, and responds that many online learning systems are easy to use and free, and that accommodations can help address access issues on a case-by-case basis. It concludes that students who are motivated, disciplined, and have strong academic and reasoning skills tend to do well with online learning.
The Washington State Board for Community and Technical Colleges is moving from the ANGEL learning management system to Canvas. A committee evaluated options and selected Canvas based on faculty preference, technical quality, and cost effectiveness. The transition will occur over the next two years, with full implementation by June 2014 when the ANGEL contract expires. The Canvas system will provide a single online platform across all colleges at a lower per-student cost than ANGEL. Key benefits include hosting in the cloud, mobile integration, and collaboration tools.
This presentation will explore how the Sloan Consortium (Sloan-C) helps to professionally develop faculty in online and blended learning, the importance of using online and blended educational delivery for workforce education and ABE/ESL, and the details of the jump-start program that the SBCTC is initiating in collaboration with Sloan-C.
San José State University implemented a five-year technological upgrade plan to promote an "anytime, anywhere" learning experience for students. The chief information officer assessed the university's needs and developed a vision for seamlessly blending technology and education. The strategy included upgrading the wireless network from 700 to 2,500 access points, installing video conferencing in classrooms, and providing unified communications for employees. The project aims to transform the university's technology infrastructure and learning environment by 2017 through innovations like wireless access across campus, virtual computer labs, and lecture capture archives.
10 28 Post School At Planning Through The Transition Processsusangill
The document outlines the agenda and topics covered at a community of practice meeting on assistive technology (AT) transition planning through the school transition process. The agenda included discussions on AT planning for post-secondary education, employment, independent living, self-advocacy, and resources. Presenters discussed relevant legislation, common types of AT, incorporating AT into IEPs, assessment processes, and considerations for successful AT transition.
This paper expounds the negative effect of E-learning in respect that E-learning commits harm to learners'
health, results in "lost in internet", strengthens learners' separation from real world, weakens learners'
logical ability and eases face- to- face interactive relationship. It points E-learning is not the perfect
solution to studying, for the hope of arousing people's focus on negative effective of E- learning so as to
evade misuse in practice.
1) The COVID-19 pandemic accelerated the transition to online learning, with many universities closing campuses and moving classes online.
2) The future of education is uncertain, with 3 possibilities for how the pandemic may continue to impact schools: campuses reopening in 2021, continued online classes through 2021, or a mix of in-person and online instruction depending on virus conditions.
3) Long-term, online learning is likely to become more integrated into education as students and universities recognize benefits like flexibility, lower costs, and accessibility regardless of location.
Trends in e-learning: Research & Practices by Ana Paula Correia PhDInês Araújo
Apresentação da Prof.ª Ana Paula Correia (Iowa State University, USA) que decorreu no dia 30 de Novembro no âmbito do MyMPeL 2013 na Universidade Aberta, Lisboa.
NSC_StudentVoices Featured Article 09-30-15Jonathan Burt
This document summarizes a community college program that received funding from the U.S. Department of Labor to develop STEM certificate programs through collaboration between 10 community colleges. The program created new technical curricula in 5 STEM fields and implemented a completion model that helped 1400 students achieve a 69% on-time completion rate, over 3 times the typical rate. The program opened doors for students, and two students introduced Vice President Biden at a White House event about the program.
The advantages and disadvantages of online learningJanna8482
The document discusses online education and its various forms. It defines online education as learning undertaken on a computer via the internet without attending a traditional school. It notes some key advantages of online education include flexibility, the ability to learn anywhere with an internet connection, and being able to work at one's own pace. However, it also discusses potential disadvantages such as a lack of personal interaction and feeling isolated.
The Value of Distance Education: Burden or Blessing?Mark Brown
Presentation at the Graduate Employment Conference: The Economic Value of Higher Education. Commonwealth Association of Universities, Auckland, 12th July, 2013.
International Federation of National Teaching Fellows World Summit 2017 - pre...Nic Fair
This document outlines a socio-technical higher education perspective (STHEP) that emphasizes the importance of personal learning networks. It argues that learning cannot be separated from the technologies used and that students sit at the center of their own personal learning networks comprising people, institutions, information sources and preferred devices/services. It also suggests reformulating learning theory through a socio-technical lens and that developing digital literacies and networking skills should be embedded in all teaching. The five STHEPs are: 1) the inseparability of learner and technology; 2) students at the center of their personal learning networks; 3) socio-technical constructivism; 4) personal learning networks enabling high-impact pedagogies; and 5) developing
The document discusses the growth of e-learning and its impact on education. It states that internet technologies are being used to deliver broad solutions that enhance knowledge and performance. E-learning is still new, with only 1% of the population having taken an online course, but it is growing rapidly and will transform education. Many benefits of e-learning are highlighted, including flexibility, lower costs, and rich interactive content.
From Online Revolution to Mainstream Evolution: Are We There Yet?Kerry Rice
Kerry Rice is an associate professor in the Department of Educational Technology at Boise State University. She has earned multiple graduate degrees in educational technology, including an Ed.D. She also holds graduate certificates in online teaching for K-12 and adult learners, technology integration, and as a school technology coordinator. Her research focuses on online and blended K-12 education, professional development for online teachers, and using educational data mining to evaluate online programs.
The document provides an overview of integrating technology for student engagement presented at a new faculty conference at BGSU. It discusses the changing landscape of higher education in Ohio, defines key terms, and outlines opportunities and challenges around online and blended learning. Specific resources and support for faculty from the Center for Online and Blended Learning are also highlighted.
This document provides a survey of research on the flipped classroom model. It begins by describing the rise of the flipped classroom due to technological advances enabling online video lectures and ideological movements promoting open education. The survey characterizes existing studies on dimensions such as in-class/out-of-class activities, measures used, and methodology. Most studies explore student perceptions, which are generally positive, though students prefer in-person to video lectures. Anecdotal evidence suggests improved learning compared to traditional classes, but few objective studies of learning outcomes exist. The survey recommends future research use controlled experiments to investigate learning outcomes and consider theoretical frameworks for activity design.
Chase Grammar School needed to upgrade its outdated wireless infrastructure to support its emphasis on technology-enabled learning. A wireless survey identified weaknesses, and TP-Link EAP120 access points were deployed. This provided stable, high-speed WiFi across campus and supported the school's bring-your-own-device policy. The network administrator appreciated the ease of installation and management tools. In the future, the school aims to optimize network performance further and track individual usage.
This document summarizes key trends in technology and their impact on education. It notes that digital information is growing exponentially, content and knowledge are becoming globally shared, and students increasingly expect to access materials online. It advocates for the use of open educational resources to reduce costs and connect students worldwide to knowledge. The document argues that educational institutions must embrace online and collaborative learning to remain relevant and meet growing student demand in a rapidly changing technological landscape.
Technology is rapidly transforming higher education in America. Online learning has grown tremendously over the last 15 years and new forms of learning like MOOCs are both disruptive and innovative. While technology increases access to education globally and cuts some costs, it also threatens to replace face-to-face interaction which some believe hinders learning. American colleges are investing in new technologies like smart classrooms but budget cuts challenge widespread implementation. The future may see a mix of online and in-person learning, with star professors teaching large online audiences, but the effects on student outcomes remain unclear.
The document discusses bring your own device (BYOD) programs in schools. It provides background on BYOD, noting that the trend is driven by lack of funding for one-to-one laptop programs. The document explores reasons for BYOD including ubiquity of student devices and leveraging student attachment to personalize learning. Potential concerns discussed include equity of access and ensuring devices are suitable for tasks. The document outlines various BYOD models and stresses the importance of professional learning focused on student-centered pedagogy, rather than just technology. It provides guidance on developing strong BYOD policies and communicating effectively with stakeholders.
E-Learning and Technology Integration for Little Hands and MindsStaci Trekles
This document discusses integrating e-learning and technology into elementary classrooms. It provides examples of how to use tools like Moodle to make literature come alive and differentiate instruction for young learners. The document outlines objectives of helping students improve comprehension and critical thinking skills while addressing Common Core standards. Examples provided include using video, chat, and online lessons to engage students and support early digital learning skills.
The document discusses online learning in K-12 schools. It provides several reasons for implementing online learning, such as addressing gaps in traditional instruction, providing remediation and test preparation, offering career training and extracurricular activities. It also discusses different types of online learning modules and programs. The document then addresses common concerns about online learning, such as costs and access, and responds that many online learning systems are easy to use and free, and that accommodations can help address access issues on a case-by-case basis. It concludes that students who are motivated, disciplined, and have strong academic and reasoning skills tend to do well with online learning.
The Washington State Board for Community and Technical Colleges is moving from the ANGEL learning management system to Canvas. A committee evaluated options and selected Canvas based on faculty preference, technical quality, and cost effectiveness. The transition will occur over the next two years, with full implementation by June 2014 when the ANGEL contract expires. The Canvas system will provide a single online platform across all colleges at a lower per-student cost than ANGEL. Key benefits include hosting in the cloud, mobile integration, and collaboration tools.
This presentation will explore how the Sloan Consortium (Sloan-C) helps to professionally develop faculty in online and blended learning, the importance of using online and blended educational delivery for workforce education and ABE/ESL, and the details of the jump-start program that the SBCTC is initiating in collaboration with Sloan-C.
The Washington State Board for Community and Technical Colleges is moving from the ANGEL learning management system to Canvas. A committee evaluated options and selected Canvas based on faculty preference, technical quality, vendor references, and cost effectiveness. The transition will occur over the next two years, with full migration to Canvas planned by June 2014 at the end of the ANGEL contract. The new system will provide a single online platform across all colleges at a lower per-user cost than the current system.
Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, The Open Learning Initiative (OLI) builds open learning environments that support continuous improvement in teaching and learning.
One of the most powerful features of web-based learning environments is that we can embed assessment into, virtually all, instructional activities. As students interact with OLI environments, we collect real-time data of student work. We use this data to create four positive feedback loops:
• feedback to students
• feedback to instructors
• feedback to course designers
• feedback to learning science researchers
In this JumpStart Session, we demonstrate how OLI uses the web to deliver online instruction that instantiates course designs based on research and how the learning environments, in turn, support ongoing research. We will discuss the Community College Open Learning Initiative (CC-OLI) and how faculty and colleges across the country can participate in CC-OLI and the connection between CC-OLI and Washington State’s Open Course Library project.
This presentation will explore the development process and demonstrate the use of Interactive Learning Tools (ILT’s) including; animations, mini-sims, simulations and online laboratories beneficial to online and blended learning. In addition, an Industry Resource Connection (IRC) designed to aid and enhance industries training programs along with a competency based job shadow program will be discussed.
This presentation will explore the development process and demonstrate the use of Interactive Learning Tools (ILT’s) including; animations, mini-sims, simulations and online laboratories beneficial to online and blended learning. In addition, an Industry Resource Connection (IRC) designed to aid and enhance industries training programs along with a competency based job shadow program will be discussed.
This document discusses e-learning and online education in Canada. It provides an overview of the Canadian eLearning Network (CANeLearn), including its vision, mission, board of directors, and role in promoting effective online and blended learning practices across Canada. It also summarizes the nature of e-learning programs across Canadian provinces, including whether they are primarily provincial or district-based programs, and whether provinces provide dedicated ministry resources and supports for online learning.
Starting and Growing A Successful Online Learning Program Blackboard
Learn about the most recent trends in online learning in K-12 school districts from Blackboard’s Practice Leader, John Canuel. Also hear from Stacey Campo, Poway Unified School District’s Instructional Technology Specialist, about the nuts and bolts of a successful district implementation.
This document provides information about the 6th annual Conference on Higher Education Pedagogy to be held from February 5-7, 2014 at Virginia Tech in Blacksburg, Virginia. The conference will focus on higher education teaching excellence and the scholarship of teaching and learning. It will provide a forum for faculty, researchers, administrators and graduate students to share the latest instructional practices and educational research. The conference has grown significantly over the years in terms of participants, coming from over 200 institutions across the US and other countries. It is sponsored by various academic departments and organizations and will include keynote speakers and concurrent sessions over the 3 day event.
This document discusses the history and development of e-learning and online professional development for educators. It traces the origins of distance education back to the 18th century and highlights universities like the University of London that began offering distance learning degrees in the 1800s. The development of the internet allowed for the rise of the first fully online university in 1996. Research found that online professional development can improve student outcomes when delivered as a coordinated series over time. Challenges in developing online professional development included ensuring it meets individual needs as well as providing collaboration and active learning opportunities for teachers.
Addressing and Implementing Effective Methods for Online Teaching and TrainingAllison Selby
http://alliselby.edublogs.org/
Presenting different methodologies we use for addressing and implementing effective methods for online teaching and training. Our goal is really to create significant learning experiences for our students and we want to keep them engaged in learning the material. We want to create a high energy environment for learning in the course room and allow our students to consider how these concepts that we are presenting to them in the course can be applied to their professional and personal environments. The Web 2.0 tools encourages to students to share information and knowledge within the course. This builds community, team skills, peer interactions. As students become validated by their peers and share knowledge and information, it increases their self-concept. Web 2.0 content generated by our students and faculty include welcome videos, project and feedback assessment, demonstrations, and student presentations for both end of term projects and client presentations.
Presented at Sloan International Conference, Orlando, FL., 2013
Southern K-14 Education Innovation Summit October 30-31, 2013Kelley Jackson
Dr. Jabari Simama, President, Georgia Piedmont Technical College and Cathilea Robinette, Executive Vice President, eRepublic, launch the first Southern K-14 Education Innovation Summit. The conference is scheduled for October 30-31, 2013 on the DeKalb Campus of Georgia Piedmont Technical College in Clarkston, Georgia. The summit will convene leaders in education to discuss innovative education models in the K-14 space.
The document is an agenda for the First Annual Innovation Summit hosted by Project Lead The Way to reenergize STEM education in America. Over three days, the summit will feature keynote speakers, expert panels, hands-on sessions, and a student showcase to share best practices and identify new ways to collaborate to engage more students in STEM. The goal is to transform education through imagination and innovation and ensure all students have opportunities to develop critical thinking skills needed for future careers.
NE Teaching & Learning Conference (& LMDC)Cable Green
The document discusses higher education and eLearning opportunities. It promotes (1) leveraging eLearning and digital technologies to support new ways of learning, (2) sharing open educational resources to increase access to knowledge, and (3) developing a technology plan to transform learning through innovative and student-centered technologies across community and technical colleges.
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.
The document discusses using emerging technologies like social media, multimedia sharing, and mobile technologies to enhance learning center services and student engagement. It notes that while students expect technology, face-to-face interaction is still important. Learning center professionals need to leverage technologies to deliver services, create resources, train staff, and evaluate their centers in a blended approach. The document provides an overview of a conference session on implementing various technologies in learning centers.
Leveraging Technology in Your Learning Center: Enhancing Services, Creating N...Lisa D'Adamo-Weinstein
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 they ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
The focus of the topics I will cover during the institute will be on how to best understand emerging technologies and how to choose the technology tools that will help you meet your goals in managing your learning center.
The document provides an annual report from the Institute of Computer Technology (ICT) for the period of July 1, 2006 to June 30, 2007. ICT's new Executive Director, Dr. Carlos Camargo, states that moving forward ICT needs to focus on utilizing technology applications while closing achievement gaps. ICT celebrated its 25th anniversary by re-emphasizing workforce development. ICT also worked with partners like Intel on technology education initiatives, developed new computer science curriculum, and aimed to replicate successful programs to broaden participation in computing fields.
Connected educator leading a connected generationspaul6414
The document summarizes a presentation given by Edward Aguiles and Sandra Paul about being a connected educator. The presentation discusses how the present generation is connected through technology and social media. It defines what it means to be a connected educator by being a connected learner, knowledgeable about web tools, and willing to use social media. The presentation explains why it is important for educators to be connected in order to engage students, participate in professional learning, and access resources.
1) The document summarizes the minutes from the MSEIT Advisory Board meeting on October 3, 2013. Introductions were made of board members, faculty, students and alumni.
2) An overview of the MSEIT program at National University was provided, including its purpose to gather input on program relevancy. Career options for graduates and the skills developed in the program were also discussed.
3) Trends in educational technology and the program's alignment to standards were reviewed. Participants provided feedback on program strengths and areas for improvement through a SWOT analysis. The next meeting was scheduled for February 2014.
The document outlines the OC STEM Initiative which aims to develop a regional network to support STEM learning opportunities for students in after-school and summer programs. It identifies five key components of a successful STEM network: (1) partnerships with K-12 schools, (2) a backbone organization, (3) local funders, (4) science centers, and (5) community champions. It also presents a logic model and overview of the OC STEM Regional Innovation Support Provider network which connects partners across multiple counties to improve STEM programs, professional development for educators, and outcomes for students. The overall goal is to ensure all students and educators have the skills and support needed for students to be competitive in 21st century STE
This document discusses the need to reform teacher education programs to better prepare teachers and students for a global digital era. It notes that most teacher education programs are doing a mediocre job of this. It then outlines trends driving this need, such as growth in online education and emerging technologies. It also summarizes research finding online learning can be effective when certain factors are in place. Finally, it discusses efforts underway to enhance online teacher professional development through networks and innovative programs.
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.
The document discusses the Minnesota Technology and Ministry (MTM) program which provides affordable technology training for Lutheran school principals and teachers. It highlights MTM's mission to expose workers to technology to support ministry and education. It also provides details on various technology courses offered through MTM and the benefits schools have experienced from the program, including increased technology competencies among teachers.
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Workforce and ABE Embracing Digital Learning Spaces Program
1. Workforce and ABE
Embracing Digital Learning Spaces
Jump-Start Seminar
February 23, 2010
South Seattle Community College
Brockey Center
2.
3. Workforce and ABE Embracing Digital Learning Spaces
8:30 am – Coffee & Conversation
9:00 am – Introductions & Opening – Cable Green, Director of eLearning,
SBCTC
Welcome – Jill Wakefield, Chancellor, Seattle Community
College District
Jim Crabbe, Director Workforce, SBCTC
Israel D. Mendoza, Director Adult Basic Education,
SBCTC
Frank Mayadas, Program Director, Alfred P. Sloan
Foundation
Josh Jarrett, Bill and Melinda Gates Foundation, Senior
Program Officer, Postsecondary Success
9:45 am – Susan Kannel Things that Work – And Why?
CAEL, the Council for Adult and Experiential Learning, works on many levels – from policy at the
national, regional and state levels, to on-the-ground initiatives – to provide the tools for adults to
successfully enter and advance in the workforce.
This session will provide a brief snapshot of some of the tools and projects that have been
successful in linking learning to work for high school students and young adults.
• Industry-wide online education in the telecommunications and energy industries
• A high school pipeline into the energy industry
• Career mapping
• Stackable credentials linked to sequential education
• A nation-wide career readiness credential
While this may look like a scattered list, this session will focus on the critical success factors,
including the role of technology, common across these initiatives.
10:20 am – Break
10:30 am – Larry Skogen & Bruce Emmil Interactive Learning Tools
This presentation will explore the development process and demonstrate the use of Interactive
Learning Tools (ILT’s) including; animations, mini-sims, simulations and online laboratories beneficial
to online and blended learning. In addition, an Industry Resource Connection (IRC) designed to aid
and enhance industries training programs along with a competency based job shadow program will
be discussed.
1
4. 11:05 am – Candace Thille Continuous Improvement in Teaching and Learning
– The Community College Open Learning Initiative
Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities
for assessment and feedback, The Open Learning Initiative (OLI) builds open learning environments
that support continuous improvement in teaching and learning.
One of the most powerful features of web-based learning environments is that we can embed
assessment into, virtually all, instructional activities. As students interact with OLI environments, we
collect real-time data of student work. We use this data to create four positive feedback loops:
• feedback to students
• feedback to instructors
• feedback to course designers
• feedback to learning science researchers
In this JumpStart Session, we demonstrate how OLI uses the web to deliver online instruction
that instantiates course designs based on research and how the learning environments, in turn,
support ongoing research. We will discuss the Community College Open Learning Initiative (CC-OLI)
and how faculty and colleges across the country can participate in CC-OLI and the connection
between CC-OLI and Washington State’s Open Course Library project.
11:40 am – David Sachs Partnerships
The NACTEL program presentation will focus on the unique partnership of companies (AT&T,
Verizon, Qwest, CenturyLink and Frontier) and unions (IBEW and CWA) and a university (Pace
University) and CAEL that has been in existence since 1999. The NACTEL program provides Associates
and Bachelors degrees 100% online, asynchronously to students located throughout the United
States. Many thousands of individuals have participated in the NACTEL program since its inception in
1999, and many hundreds graduate each year. This presentation provides an insight into the
opportunities and challenges of such a partnership, as well as some “lessons learned”.
12:15 pm – Lunch – Introduction of Sloan-C Blended Certificate Winners
Natalie Miles, Centralia College
Kathleen Hathaway, Clover Park Technical College
Tonya McCabe, Green River Community College
Shaunie Decker, S. Seattle Community College
Shirley Mohsenian, Yakima Valley Community College
1:00 pm – Margaret Anderson & Michael Shepard Physical Therapy Assistant
– Innovation and Collaboration
This session will explain how an increase in demand for Physical Therapy Assistants led
Whatcom Community College, located in northwestern Washington, to develop an online version of
its Physical Therapy Assistant program. Whatcom Community College then partnered with Yakima
Valley Community College and area clinics in eastern Washington to increase opportunities for
students and graduates. This award-winning program aimed at increasing the number of PTA
graduates in Washington state and now has expanded to include students from not only Eastern
Washington, but Oregon, Alaska, and California.
2
5. 1:35 pm – Jan Tegtmeier eLearning for ESL and ABE Students
Walla Walla Community College has begun implementing technology into ESL and ABE
classrooms at all levels of adult basic education. Level 1-2 students enter a controlled, computer
enhanced, ESL classroom environment in which they begin a journey toward the ability to
communicate and use the computer as an effective tool to study English independently, find
information, take online classes and correspond with teachers and co-workers. We are finding that
the blending of technology with the ESL and ABE competencies at all levels can provide the
additional boost that learners need to enter college and the workforce.
2:10 pm – Break Turn in your question cards
2:20 pm – Panel Q & A Cable Green, Moderator
All Speakers & Presenters
3:30 pm – John Bourne & Maureen Bozell Online & Blended Education:
A Professional Development Opportunity
This presentation will explore how the Sloan Consortium (Sloan-C) helps to professionally
develop faculty in online and blended learning, the importance of using online and blended
educational delivery for workforce education and ABE/ESL, and the details of the jump-start program
that the SBCTC is initiating in collaboration with Sloan-C.
4:30 pm – Conversation, Connections and Learning
3
7. Presenter Bios:
Dr. Frank Mayadas Prior to coming to the Sloan Foundation, Frank Mayadas
spent 27 years at the IBM Corporation. He was Vice President, Research
Division, Technical Plans and Controls from 1991 to 1992; Vice President,
Technology and Solutions Development, Application Solutions Line of Business,
from 1989 to 1991; General Manager, University and College Systems, IBM
Personal Systems Line of Business, from 1988 to 1989; Secretary of IBM's
Corporate Management Board and the IBM Management Committee, from
1987 to 1988; and the IBM Management Committee, from 1987 to 1988; IBM
Research Division Vice President and Director, Almaden Research Center, San
Jose, California from 1983 to 1987; and an IBM Research Division Director,
Technical Planning and Controls, from 1981 to 1983.
At Sloan, Dr. Mayadas is involved in a number of areas: online education, globalization of industries,
industry studies, and career choice in technical fields. He started the Sloan online learning program
in 1993. This program (known as Anytime, Anyplace Learning) has had a profound impact in moving
the academic field forward. He is the founding president of the Sloan Consortium, also known as
Sloan-C (see www.sloan-c.org), the premier society for professionals engaged in online education
programs. A large number of disciplines are covered by member academic institutions of the
consortium, ranging across humanities, engineering, business, and social-, life- and physical-
sciences. More than 1000 full programs (certificate and degree) are offered by consortium
members. The Sloan-sponsored annual International ALN Conference now attracts more than 1200
attendees annually. Dr. Mayadas has been a keynote speaker at several distance education
conferences and has testified before Congress on Web-based learning.
Dr. Mayadas received a Ph.D. in Applied Physics from Cornell in 1965, and a B.S. from the Colorado
School of Mines in 1961.
He has more than 35 published papers in Systems, Devices, and Solid State Physics, and holds
several patents and awards from IBM. He is a Fellow of the IEEE, a member of the American Physical
Society, and a past Director of the Society of Engineering Science. He has served as a member of the
National Advisory Board for Georgia Tech, and the Advisory Board of the College of Engineering,
University of Illinois at Urbana-Champaign. He is currently a member of the Advisory Board for the
College of Engineering, University of Florida, and a board member of e-Cornell.
Josh Jarrett is a Senior Program Officer for Postsecondary Success in the U.S.
Program at the Bill & Melinda Gates Foundation. In this capacity, Josh has been
helping to architect and launch the foundation’s new Postsecondary Success
strategy. Within Postsecondary Success, he leads the portfolio applying new
technologies and new delivery models to increase low-income student success.
Additionally, he oversees the work connecting the labor market and private
employers to the postsecondary education sector. Finally, Josh coordinates the
foundation’s limited-term efforts in the Gulf Coast region’s recovery following
Hurricane Katrina.
5
8. Prior to the foundation, Josh served as an Engagement Manger in McKinsey & Company’s Nonprofit
Practice, leading organizations on issues of strategy, operations and organization. In his five years
with the company he led teams of fellow consultants and clients in detailed business analysis,
developed recommendations and implementation plans, and advised senior executives on decision
making. In particular, his work focused on charter school expansion, adolescent health services, and
the effectiveness of foundation grantmaking. Prior to McKinsey & Company, Josh served as an
entrepreneur, helping to launch a customer service software company.
Josh is a graduate of Dartmouth College and he holds a graduate degree in business from the
Harvard Business School.
Susan Kannel is the Executive Director, The National Coalition for
Telecommunications Education and Learning (NACTEL) Senior Director for
Online Programs, The Council for Adult and Experiential Learning (CAEL)
She has been instrumental in developing and managing industry-led online
education programs in the telecommunications industry, The National
Coalition for Telecommunications and Learning (NACTEL, www.nactel.org) and
a parallel initiative in the energy industry, The Energy Providers Coalition for
Education (EPCE, www.epceonline.org). NACTEL and EPCE are led by national
industry coalitions that include both employer and labor members, and each works closely with
academic partners that include Pace University in telecommunications and Bismarck State College in
the energy industry. Both NACTEL and EPCE received initial funding from the Alfred P. Sloan
Foundation.
Ms. Kannel’s broader CAEL work includes the development of a career ladder for healthcare service
providers, another for radiological technologists, a national web-based online career map for the
telecommunications industry, and regional career mapping projects in biological sciences and
precision manufacturing. Finally, she has been involved in developing and implementing a “pipeline”
from high school into the energy industry, “Light Up Your Future,” which now has been
implemented in four regions with multiple employer and academic partners.
Prior to coming to CAEL, Ms. Kannel was the Director of Corporate Education at Regis University,
Denver, Colorado, where she developed both credit and non-credit education and certification
programs customized for corporations and professional associations. Two of these programs
received recognition with the Peter Drucker Award for Non-Profit Innovation and the Tom Peters’
Award for Innovative Partnerships.
Larry C. Skogen became president of Bismarck State College on March 1,
2007. He is the college’s sixth CEO during its 69-year history.
Retired from a career in the U.S. Air Force, he is a native of Hettinger, N.D. Dr.
Skogen holds degrees from Dickinson State University (B.S. in secondary
education), Central Missouri State University, Warrensburg (M.A. in history),
and Arizona State University, Tempe (Ph.D. in history).
6
9. Throughout his career, he has been involved in education as a high school teacher and as a college
instructor and administrator in a variety of military and civilian institutions, including the United
States Air Force Academy.
Dr. Skogen is the author of a legal history of federal Indian policy that was published by the
University of Oklahoma Press in 1996, as well as articles and reviews in historical journals.
He is married to Alison, a native of Cape Cod, Massachusetts. They have a family that includes two
sons, a daughter-in-law, and three granddaughters.
Bruce Emmil is Associate Vice President of the National Energy Center of Excellence (NECE) at
Bismarck State College (BSC) located in Bismarck, N.D. In this position, he is responsible for the
overall day-to-day operations of the NECE which consists of the following five (5) AAS degreed
energy programs; Power Plant Technology, Process Plant Technology, Electrical Transmission
Systems Technology, Electric Power Technology and Nuclear Power Technology. In addition, Bruce is
responsible for the Bachelors of Applied Science in Energy Management degreed program and
various non-credit energy training initiatives.
A native of New England, N.D., Bruce graduated from BSC with an Associate in Applied Science
degree in Power Plant Technology, and from Dickinson State University in Dickinson, N.D., with a
Bachelor of Applied Science in Technology degree. Currently Bruce is enrolled in graduate school at
After graduation, Bruce spent 13 years in New Hampshire working in the generation sector of the
energy industry for Northeast Utilities. In January 2001, Bruce was recruited back to North Dakota
by his former BSC professors to become an instructor in BSC’s energy division. His responsibilities
have included energy classroom instructor, online instructor, online course and program developer,
and program manager until being named to his current position in July 2007.
Bruce and his wife, Pam, have two daughters, Courtney 11, and Kaitlyn, 8.
Candace Thille is the Director of the Open Learning Initiative (OLI) at
Carnegie Mellon University, a position she has held since the program’s
inception in 2002. She is also the co-director of OLnet. Jointly run by
Carnegie Mellon and the Open University in the UK, OLnet is an international
open educational research network. Candace’s focus of research and
development is in applying results from the learning sciences to the design,
implementation and evaluation of open web-based learning environments.
Candace also serves as a redesign scholar for the National Center for
Academic Transformation and was elected a Fellow of International Society for Design and
Development in Education in 2007. She currently serves on a working group at the U.S. Department
of Education to draft the National Education Technology Plan for the Obama administration.
7
10. David Sachs is Associate Dean and Professor of Technology Systems in Pace
University's School of Computer Science and Information Systems at PACE
University. As Associate Dean, he has been actively involved in the
development and implementation of computer science and
telecommunications courses for the corporate community since 1984. As
supervisor of the Pace Computer Learning Center, Dr. Sachs is responsible for
the many hundreds of days of personal computer, computer science, and
telecommunications education that are provided each year to corporations
throughout the United States and around the world such as AT&T, IBM, MCI, PepsiCo, The Reader's
Digest, and others. Dr. Sachs has worked closely with teachers, administrators and others to think
about the most effective ways to introduce technology into public and private schools.
Most recently, he has been actively involved in the development of courses to be taught
asynchronously over the Internet and the World Wide Web. Dr. Sachs is Co-Director of the NACTEL
Program (http://csis.pace.edu/nactel) - a program that provides an AS in Telecommunications
Degree and a BS in Telecommunications Degree to many hundreds of individuals from Verizon,
Qwest, SBC and Citizens, many of whom are members of CWA and IBEW. In addition, Dr. Sachs has
been the Principle Investigator for a FIPSE Learning Anytime Anywhere Partnership Grant (1999 -
2002) as well as for a grant from the Alfred P. Sloan Foundation (2002).
Margaret Anderson, Whatcom Community College
I hold a Bachelor of Science in Physical Therapy and a Masters of Education. I have been a full-time,
practicing Physical Therapist for 25 years with experience in many aspects of the field. I became an
adjunct faculty member of the PTA Program at WCC in 2002 and the PTA Program Coordinator in
2007. Currently, I split my time between the Program Coordinator activities and instruction of core
courses in the on campus PTA program.
Michael Shepherd, Whatcom Community College
I have a MA in Anthropology and am currently working on a PhD in the same discipline at the
University of British Columbia. I have been working in the eLearning field for the last 10 years,
specializing in video technology, online course development and Web 2.0 technologies. I have been
part of successful grant writing teams that support our Nursing, Massage, Medical Assisting and
Physical Therapy Assistant programs.
Jan Tegtmeier, Walla Walla Community College
After graduating from the University of Washington, I taught special education
and English as a second language in the public school system for 5 years. Since
then, I have been teaching at Walla Walla Community College for 10 years in the
Transitional Studies Department. I teach English as a Second Language (ESL) and
ABE eLearning classes, and a Bilingual GED course.
8
11. John R. Bourne is Executive Director of the Sloan Consortium. He is also Professor
of Technology Entrepreneurship at Babson College in Wellesley, MA and Professor
of Electrical and Computer Engineering at the Franklin W. Olin College of
Engineering in Needham, MA. He has been engaged in working with online
education since 1994 and has a special interest in improving education through
the use of virtual worlds. In addition, he is Editor of the Journal of Asynchronous
Learning Networks.
Maureen R. Bozell is a senior associate with Workforce Strategy Center
(WSC), where she is currently supporting the Community College of Rhode
Island 21st Century Workforce Commission in its efforts to strengthen the
college’s position as a workforce provider. She is co-author of WSC’s
recently released report, Employers, Low-Income Young Adults, and
Postsecondary Credentials. Ms. Bozell has advised, provided technical
assistance to, and directed projects for the U.S. Departments of Education
and Labor on a variety of workforce development strategies connecting
education to labor market demand for the past 15 years.
9