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wimichaeljsmith

Persky, K. R., & Oliver D. E. (2011). Veterans coming home to the community college: Li... - 0 views

In response to the significant increase of student veterans, due in part to the enactment of the Post-9/11 G.I. Bill, Perksy and Oliver explored three research questions: what do veterans perceive ...

EDL762 higher education learning technology

started by wimichaeljsmith on 13 May 14 no follow-up yet
wimichaeljsmith

Whiteman, S. D., Barry, A. E., Mroczek, D. K., & MacDermid Wadsworth, S. (2013). The D... - 0 views

Whiteman, Barry, Mroczek, and MacDermid developed a longitudinal study to investigate and better understand the differences in social supports for veteran students in comparison to non-veteran stud...

EDL762 technology higher education learning

started by wimichaeljsmith on 13 May 14 no follow-up yet
wimichaeljsmith

Ostovary, F., & Dapprich, J. (2011). Challenges and Opportunities of Operation Enduring... - 0 views

Ostovary and Dapprich present information on disabled military service members who are transitioning to civilian life. They provide foundational information on the experience of veterans serving in...

EDL762 higher education learning

started by wimichaeljsmith on 13 May 14 no follow-up yet
wimichaeljsmith

DiRamio, D., Ackerman, R., & Mitchell, R. L. (2008). From combat to campus: voices of s... - 1 views

This article provides information about veterans transitioning into college. This multi-campus study provides student-veteran representation from across the country. 25 student veterans were inte...

started by wimichaeljsmith on 13 May 14 no follow-up yet
wimichaeljsmith

Field, K. (2008). Cost, convenience drive veterans' college choices. Chronicle of Highe... - 0 views

In 2008, Senator Jim Webb proposed the "21st Century G.I. Bill" which later became the foundation for the current Post 9/11 G.I. Bill. Senator Webb noticed that a significant number of veterans we...

EDL762 higher education online

started by wimichaeljsmith on 13 May 14 no follow-up yet
wimichaeljsmith

Ellison, M., Mueller, L., Smelson, D., Corrigan, P. W., Stone, R., Bokhour, B. G., & D... - 0 views

This is a qualitative needs assessment for veterans suffering from post traumatic stress disorder (PTSD) who desire to attend post secondary education. This study focused specifically on veterans ...

EDL762 technology learning higher education

started by wimichaeljsmith on 13 May 14 no follow-up yet
wimichaeljsmith

Cooperman, L. (2014). From elite to Mass to Universal Higher Education: from ... - 0 views

This chapter discusses the historical growth of higher education in Europe from World War II (WWII) to the present. The author believes that WWII was a watershed moment for higher education (socia...

EDL762 higher education technology

started by wimichaeljsmith on 13 May 14 no follow-up yet
wimichaeljsmith

Brown, P. A., & Gross, C. (2011). Serving Those Who Have Served Managing Veteran and M... - 2 views

This article addresses the current culture and circumstances of veterans and military students who are using educational benefits to attend college. The use of federal educational benefits (tuitio...

EDL762 online higher education

started by wimichaeljsmith on 12 May 14 no follow-up yet
wimichaeljsmith

Branker, C. (2009). Deserving Design: The New Generation of Student Veterans. Journal o... - 1 views

This article specifically addresses the Universal Design (UD), which is a framework for curriculum development. In the most recent conflict many military members are coming home with disabilities ...

learning EDL762 higher education

started by wimichaeljsmith on 12 May 14 no follow-up yet
Emilie Clucas

Disrupting Ourselves: The Problem of Learning in Higher Education (EDUCAUSE Review) | E... - 2 views

www.educause.edu/...blem-learning-higher-education

disruption educause higher education teaching learning infrastructure

shared by Emilie Clucas on 25 Jan 13 - No Cached
  • Many of these practices are not part of the formal curriculum but are in the co-curriculum, or what we used to call the extra-curriculum (e.g., undergraduate research).
  • In how many courses do students feel a sense of community, a sense of mentorship, a sense of collective investment, a sense that what is being created matters?
  • aybe that’s the intended role of the formal curriculum: to prepare students to have integrative experiences elsewhere. But if we actually followed the logic of that position, we would be making many different decisions about our core practices, especially as we acquire more and more data about the power and significance of those experiences.
  • ...18 more annotations...
  • So, how do we reverse the flow, or flip the curriculum, to ensure that practice is emphasized at least as early in the curriculum as content? How can students “learn to be,” through both the formal and the experiential curriculum?
  • In the learning paradigm, we are focusing not on the expert’s products but, rather, on the expert’s practice.
  • Designing backward from those kinds of outcomes, we are compelled to imagine ways to ask students, early and often, to engage in the practice of thinking in a given domain, often in the context of messy problems.
  • What if the activities enabled by social media tools are key to helping students learn how to speak with authority?
  • hen, when the course is implemented, the instructor alone deals with the students in the course—except that the students are often going back for help with assignments to the technology staff, to the librarians, and to the writing center folks (although usually different people who know nothing of the instructor’s original intent). So they are completing the cycle, but in a completely disconnected way
  • team-based model asks not only how all of these instructional experts might collaborate with faculty on a new design but also how some of them (e.g., embedded librarians) might play a role in the delivery of the course so that not all of the burden of the expanded instructional model falls on the instructor.
  • key aspect of the team-based design is the move beyond individualistic approaches to course innovation
  • or any large-scale version of e-portfolios to be successful, they will require at the program and institutional level what Iannuzzi’s model requires at the course level: a goals-driven, systems-thinking approach that requires multiple players to execute successfully. All levels speak to the need to think beyond individual faculty and beyond individual courses and thus can succeed only through cooperation across boundaries.
  • ay to innovate is by converting faculty.
  • In higher education, we have long invested in the notion that the w
  • hinks about all of these players from the beginning. One of the first changes in this model is that the
  • nstead, the c
  • urrounded by all of these other players at the table.12
  • As described above, e-portfolios can be powerful environments that facilitate or intensify the effect of high-impact practices
  • The Connect to Learning (C2L) project (http://connections-community.org/c2l), a network of twenty-three colleges and universities for which I serve as a senior researcher, is studying e‑portfolios and trying to formulate a research-based “national developmental model” for e‑portfolios. One of our hypotheses is that for an e-portfolio initiative to thrive on a campus, it needs to address four levels: institutional needs and support (at the base level); programmatic connections (departmental and cross-campus, such as the first-year experience); faculty and staff; and, of course, student learning and student success.
  • s a technology; as a means for outcome assessment; as an integrative social pedagogy; and through evaluation and strategic planning.
  • macro counterpart
  • We need to get involved in team-design and implementation models on our campuses, and we need to consider that doing so could fundamentally change the ways that the burdens of innovation are often placed solely on the shoulders of faculty (whose lives are largely already overdetermined) as well as how certain academic support staff
  • Emilie Clucas on 25 Jan 13
     
    The author is Associate Provost and Executive Director of the Center for New Designs in Learning and Scholarship at Georgetown University. The author refers to Clayton Christensen's "disruptive innovation" term to refer to the recent changes in higher education. The author argues that a key source of disruption in higher education is coming not from the outside, but from internal practices. This administrator points to the increase in experiential modes of learning, how education is moving from "margin to center", which proves to be powerful in the quality and meaning of the undergraduate experience as well as the way business is conducted. The author refers to the National Survey of Student Engagement (NSSE) and its publishing of a "high impact practice" list, strategies which are connected with high retention and persistence rates, such as undergraduate research, service/community-based learning, and global learning. These practices also have a significant influence because they increase (according to George Kuh) student behaviors that lead to meaningful learning outcomes. The author summarizes how technologies can play a key role as new digital, learning, and analytics tools make it possible to mimic some features of high impact activity inside classrooms, changing when and how students can engage in course content. Since the greatest impact on learning is in the innovative, integrative, and socially networked experiences, then the author argues that faculty and staff need to re-create dimensions of these experiences by bridging the classroom with life outside of it. He concludes that connections between integrative thinking, or experiential learning, and the social network should no longer be an afterthought, but the connection that should guide and reshape learning in higher education. This article would be most useful for administrators and faculty who inform decisions related to technology infrastructure and tools for teaching and learning.
Emily Boulger

Lawrence, J. (2010). Feeding a culture of sustainability on campus. Retrieved from: ht... - 0 views

"Collaboration is the heart of any successful sustainability program," a quote from president John W. Mills at the American College & University, to describe their ability to commit to "neutralize ...

started by Emily Boulger on 26 Jan 13 no follow-up yet
Emily Boulger

Denneen, J. & Dretler, T. (2012). The financially sustainable university. Retrieved fro... - 0 views

This article written by Denneen and Dretler, compares higher education to other industries in the United States and it is the most effective and consistent. Denneen and Dretler also stated "college...

started by Emily Boulger on 25 Jan 13 no follow-up yet
Emily Boulger

Wheeler, D. (2008*. Reporter's notebook: Financial models, sustainability, and a few jo... - 1 views

This article covers a NACUBO (national association of college and university business officers) meeting in which the cultural / political climate, international law, the downside to university defe...

started by Emily Boulger on 25 Jan 13 no follow-up yet
Emilie Clucas

Lecture Capture: A Fresh Look | University Business Magazine - 0 views

www.universitybusiness.com/...lecture-capture-fresh-look

EDL762 higher education learning online lecture capture

shared by Emilie Clucas on 25 Jan 13 - No Cached
  • Emilie Clucas on 25 Jan 13
     
    The author of this article is a writer for University Business, an online higher education publication. The article summarizes how lectures can not only be recorded digitally but also streamed live over the internet, with minimal effort by participants. Lecture capture systems (LCS) give the ability to slice and dice archived recordings into more manageable and meaningful segments. The author shares how as some lecture capture solutions have changed to software or web-based platforms, the definition is being stretched to include content faculty are producing at home, or even recordings of hybrid class sessions capturing both the in-class and online activity. Users see a partitioned screen displaying the presentation material and video feed, along with navigation options. Although video of the professor is thought to enhance distance learning sessions, it is usually skipped when the result is not interactive. In some situations, a video is used to display a demonstration, as often happens in medical classes. The author stresses that the audio is extremely important and if it is not great quality, it reduces the usefulness. Editing can be done to add title slides, remove dead time, or eliminate lessons that might have made sense during class but could be considered meaningless afterward. Long lectures can also be broken into shorter segments for students to use as study guides. Overall, the author suggests that faculty should keep the student as a user in mind when developing content. A helpful checklist is provided for administrators who are considering how to implement lecture capture: What is the institution's goal for having a lecture capture system? What needs are evident through observation of faculty? How involved will the IT staff have to be in training and using the system? Can faculty members operate it themselves? Will the system integrate with a course management system? Is the system scalable? How scalable does it need to be? Or is portability better? Wha
Emilie Clucas

Engaging Lecture Capture: Lights, Camera... Interaction! (EDUCAUSE Quarterly) | EDUCAUS... - 0 views

www.educause.edu/...ts-camera%E2%80%A6-interaction

EDL762 higher education online learning lecture capture

shared by Emilie Clucas on 25 Jan 13 - No Cached
  • Emilie Clucas on 25 Jan 13
     
    The author of this article is the Assistant Dean of Academic Administration at the College of Computing and Digital Media at DePaul University. This article focuses on the benefits of lecture capture for in-class and online students. The author states that this tool changes classroom sessions for those in traditional classes and replaces classroom lectures for online courses. Increasing the interactivity in lecture captures can improve student engagement and learning outcomes as the seven principles for good practice in undergraduate education is similar to good practice in lecture capture. This system captures video of the instructor, two whiteboards, and any information displayed on the instructor's computer, including PowerPoint presentations, Excel spreadsheets, and other software. The author mentions in a study of 29,078 in-class students at the University of Wisconsin-Madison, which used lecture capture to augment their classroom experience, 82 percent of the students would prefer a course in which lecture content is recorded, and 60 percent were willing to pay extra to have this technology available to them. Students cited the benefits of: making up for a missed class, watching lectures on demand, improving retention of class materials, improving test scores, and reviewing material as a complement to in-class interactions. To improve actual learning outcomes, the author suggests that instruction using lecture capture should include interactive discussions and activities and that successful course lecture capture requires a well-planned strategy. She encourages administrators to: provide a lecture capture system, define policies for use, and train faculty and students. The author cautions that faculty are educators and need to concentrate on the content and presentation, warning that they should not be expected to become technical experts. The article concludes that data which demonstrates significant increases in student learning will be a motivating fact
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