Next Gen Learning

Project pages for OAAI, which hopes to "develop, deploy and release an open-source ecosystem for academic analytics designed to increase student content mastery, semester-to-semester persistence and degree completion in postsecondary education."

OAAI is a wave 1 grantee.

By Matt Leavy and Steve Rheinschmidt in Educause Quarterly (EQ) vol 33 (4), 2010. ICCOC, the Iowa Community College Online Consortium, is using "analytics to identify at-risk students so that educators could intervene...." The analytics are drawn from ICCOC's online learning platform, Pearson LearningStudio.

The e-analytics project at ICCOC is a wave 1 grantee.

This is the project page for cPLTL, a '"cyber" evolution of Peer-Led Team Learning (PLTL) to an online format.' From the overview, "PLTL is a model of teaching that preserves the lecture and replaces recitation in science courses with a weekly two-hour session. During these interactive sessions (workshops), six to eight students work as a team to solve carefully constructed problems under the guidance of a peer leader." With web conferencing, students can work virtually.

This project is a wave 1 grantee.

By Kevin Mauser, John Sours, Julianna Banks, Randy Newbrough, Tom Janke, Lorie Shuck, Lin Zhu, Gina Ammerman, and Pratibha Varma-Nelson in Educause Quarterly (EQ), vol 34 (4) 2011. Paper profiles the peer-led team learning project cyberPLTL.

cPLTL is a Wave 1 grantee.

By Josh Fischman, and part of The Chronicle (of Higher Education's) 2011 Special Report on Online Learning, published Nov 6 2011. Central Piedmont Community College developed an Online Student Portal learning system to improve retention among its students. They have had success with the system (in use 2004-2008). Now, with a Next Gen grant, they will roll the system out to 6 additional local schools to see if they can match the retention improvements. The system is based both on learning styles and on frequent intervention by students and counselors.

The Online Student Portal learning system is a wave 1 grantee.

This is the project page, with links to all aspects of the project, including project members, papers and demos, design and implementation, etc. The project was developed by Carnegie Learning.

Math Fluency Data Collaborative (MFDC) is a Wave 1 grantee.

By Katherine Stevenson and Louis Zweier in Educause Quarterly (EQ) vol 34 (4), 2011. This model, developed at California State University, Northridge, pairs a supplemental hybrid course with an existing math course as an added intervention for students.

This project is a Wave 1 grantee.

By Cynthia Powell, Scott Perkins, and Scott Hamm with Rob Hatherill, Louise Nicholson, and Dwayne Harapnuik in Educause Quarterly (EQ) vol 34 (4), 2011. Outlines the Mobile-Enhanced Inquiry-Based Learning (MEIBL) project, which supports student learning.

This EQ article is about a Wave I grantee project.

(PDF) Shea, P. (2007). Bridges and barriers to teaching online college courses: A study of experienced online faculty at 36 colleges. Journal of Asynchronous Learning Networks, 11(2), 73-128. From abstract, "This paper reports on initial findings from a research study of factors that enable and constrain faculty participation in online teaching and learning environments."

Citation provided in Engaging Faculty thread in Jam.

Author posted in Jam sections from his article to highlight some significant differences that might shape adoption of innovation among faculty: Gender - Two differences were identified with regards to gender. First, female respondents were more likely to report that they were motivated to teach online because online teaching accommodated other life needs (such as child care, transportation, and other family needs). Additionally females identified reduced commuting time or hassle as a motivator more frequently than their male counterparts (Tables 3 and 4). Age - With regards to age, more "mature" faculty (those 45 or over) were more motivated by opportunities to experiment with new pedagogy then were younger faculty (Table 5). Younger faculty were more motivated (perhaps unrealistically) by opportunities to demonstrate competencies important for tenure or promotion that they believed online teaching provided (Table 6). Younger faculty also reported being motivated by other material incentives that might be available for online teaching (Table 7) and were more likely to report that online teaching might be a condition of employment as a motivating factor (Table 8). Full-Time/Traditional versus Part-Time/Non Traditional. - Motivational differences were also identified by the employment status of the faculty. Part-time/Non-Traditional faculty (lecturers,instructors, and adjuncts) were over represented as a group that identified the capacity of online teaching to accommodate other life needs as a motivator for online teaching, while Full-time/Traditional faculty (assistant, associate, and full professors) were under represented in this category (Table 9). Part-time faculty were also somewhat more motivated by the possibility that online teaching could provide more free time for other professional activities and reduce commuting time or hassle (Tables 10 and 11). Parttime instructors were also more motivated by the opportunity to teach a new subject area and b

The Ohio Library and Information Network. OSTTS is based at Ohio Link

Open source content management system.

Mentioned in Integrating into Traditional Systems thread as the CMS to deliver OTTS.

Platform for delivering learning content.

Mentioned in Integrating into Traditional Systems thread as one of the technologies used at campus where OTTS is being introduced "...challenge is: disparate current practices moving to a common innovation."

ANGEL Learning Management System - merged with Blackboard

Mentioned in Integrating into Traditional Systems thread as one of the technologies used at campus where OTTS is being introduced "...challenge is: disparate current practices moving to a common innovation."

Platform for delivering learning content.

Mentioned in Integrating into Traditional Systems thread as one of the technologies used at campus where OTTS is being introduced "...challenge is: disparate current practices moving to a common innovation."

On IMS Global Learning Consortium site. "Common Cartridge is the first of three major standards that comprise a new generation of Digital Learning Services standards to support a new generation of learning technology. Others are Learning Tools Interoperability (LTI) for applications, systems and mashups, and Learning Information Services (LIS) for learning information."

Announcement on Central Piedmont Community College site. May 11, 2011.

(PDF) Presentation by Louise Yarnall & Judi Fusco, SRI International and Ken Kubo, American River College on October 14, 2011.

Wiki on EDUCAUSE with ideas on topic.

On EDUCAUSE. Archived webcast (see link, session archive, on this page) "focused on wider campus efforts rather than encouraging faculty to adopt a single tool." -CP

The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals. on The National Academies site, reprinted with permission from the chapter entitled "Professional Development for Science Education: A Critical and Immediate Challenge," by Susan Loucks-Horsley. "The model (and other developmental modesl of its type) holds that people considering and experiencing change evolve in the kinds of questions they ask and in their use of whatever the change is..."

Mentioned in Engaging Faculty thread in Jam as theory that claims to predict who would be willing to adopt a technology.