CFHE12

2 guides to support UDL course redesign: - faculty development workshop guide (2 hour) - UDL Institute Guide (one or 2 day) UDL-U supports postsecondary faculty and staff by providing resources and examples to improve postsecondary education for all students, including those with disabilities. UDL-U is designed to be useful for individual inquiries related to small UDL topics, issues, or problems, as well as scalable to larger faculty development efforts (e.g., Faculty Learning Communities). UDL-U frames course redesign as a three-tier professional development process: 1. Application of UDL principles to enhance teaching and learning 2. Utilization of accessible instructional media and practices 3. Awareness of assistive technology enablers and barriers

a multiyear pilot project at the Pennsylvania State University's Berks College that redesigned a lecture-based introductory chemistry course into a blended learning course. guides for group work and archiving clicker response data, etc.

created by Larry Lugo, Professor at the University of Zulia, in Venezuela; also, Coordinator of Distance Learning in the College of Agriculture, where I'm also an Aggregate professor in tropical fruit production in undergraduate and graduate programs. My contact info: Twitter: @larrylugo / larry.lugo.u@gmail.com, larrylugo@fa.luz.edu.ve / Skype: lugolarry / WhatsApp: +58-414-6139174 (international) / Facetime and iOS messenger: larry.lugo.u@gmail.com / Web pages: www.fruticultura.net, www.rededucativa.org / Blog: larrylugo.blogspot.com

VC investment in education in 2012 is projected to be 4x higher than in 2002

Status of UCF (2nd largest univ in the US) blended learning and online learning systemic approach for quality to assure improvement - faculty development is required; social-constructivist paradigm and faculty engaged in action research; measure "student success" via grades earned A,B,C and blended does better with web-based or video-based; withdrawal and satisfaction rates nearly the same as f2f tho video has slightly higher; online learning benefits for students = convenience, reduced logistical demands, increased flexibility, information fluency; for faculty = professional devt, flexibility, teaching/research support; UCF expanded capacity, ability to serve students anywhere, buffers competition; online learning costs a little more but provides capacity equivalent to >$64M of classroom construction (which would have an annual operating cost of $4.1M = cost avoidance model), more efficient use of existing CR space, growth with quality

"One of the best features of this version of the game is the social play. "

"The *real* stuff guys and girls say, based on actual data..." in Twitter

Andrew Chung (partner, Khosla Ventures); Beth Comstock (senior VP, GE); Andie Grace aka "Actiongrl" (communications manager and regional network manager, Burning Man); Jason Silva (co-founding host, Current TV); Don Tapscott (co-author, Macrowikinomics) "This is not an Information Age - it's one of networking, collaboration"; Craig Hatkoff (co-founder, Tribeca Film Festival) "The question is are we wise enough"?

characteristics of open: * enrollment (i.e., open registration), licensed materials (using Creative Commons) * gratis (available at no-cost), libre (everyone has legal rights to repurpose the resource) but some of the "new cohort of MOOCs are open enrollment but not yet openly licensed their courses (experimenting with various business models) "MOOCs should address copyright and licensing early on so they are clear to users how they can utilize and reuse educational materials offered on the site. MOOCs should choose to adopt an open license that meets their goals, but at minimum it is recommended that they choose a public, standardized license that grants to its users the "4Rs" of open content: the ability to Reuse, Revise, Remix, and Redistribute the resources. "

See Peter Norvig's EE380 talk at Stanford on November 14th. "Online Education: One Year Later"