Contents contributed and discussions participated by Cub Kahn - Oregon State University Ecampus

Patterns in Course Design: How instructors ACTUALLY use the LMS - 2 views

blog.blackboard.com/structors-actually-use-the-lms

LMS instructional design interaction

shared by Cub Kahn on 09 Nov 16 - No Cached

Cub Kahn on 09 Nov 16

This study of 70,000 courses identified five course design archetypes in terms of LMS use: Supplemental - high in content but with very little student interaction Complementary - used primarily for one-way teacher-student communication Social - high peer-to peer interaction through discussion boards Evaluative - heavy use of assessments to facilitate content mastery Holistic - high LMS activity with a balances use of assessments, content, and discussion

<div class="cArrow"> </div><div class="cContentInner">This study of 70,000 courses identified five course design archetypes in terms of LMS use: Supplemental - high in content but with very little student interaction Complementary - used primarily for one-way teacher-student communication Social - high peer-to peer interaction through discussion boards Evaluative - heavy use of assessments to facilitate content mastery Holistic - high LMS activity with a balances use of assessments, content, and discussion</div>

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Understanding Cognitive Engagement in Online Discussion: Use of a Scaffolded, Audio-bas... - 2 views

www.irrodl.org/...3911

audio cognitive discussions research VoiceThread

shared by Cub Kahn on 03 Oct 16 - No Cached

Cub Kahn on 03 Oct 16

"Findings indicate that the scaffolded, audio-based argumentation activity helped students achieve higher levels of thinking skills as well as exert greater cognitive efforts during discussions. In addition, most students expressed a positive perception of and satisfaction with their experience."

<div class="cArrow"> </div><div class="cContentInner">"Findings indicate that the scaffolded, audio-based argumentation activity helped students achieve higher levels of thinking skills as well as exert greater cognitive efforts during discussions. In addition, most students expressed a positive perception of and satisfaction with their experience."</div>

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Scoring the Scorecards - OLC - 2 views

onlinelearningconsortium.org/...scoring-the-scorecards

research QM standards engagement redesign

shared by Cub Kahn on 08 Sep 16 - No Cached

Shannon Riggs liked it

Cub Kahn on 08 Sep 16

Florida International University "compared 29 online course sections that had been redesigned according to best practices to 664 online sections that hadn't. Across all the metrics the university's researchers looked at--from the time students spent in the online course to how they evaluated the course and the grades they earned--the redesigned courses posted better results."

<div class="cArrow"> </div><div class="cContentInner">Florida International University "compared 29 online course sections that had been redesigned according to best practices to 664 online sections that hadn't. Across all the metrics the university's researchers looked at--from the time students spent in the online course to how they evaluated the course and the grades they earned--the redesigned courses posted better results."</div>

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Learning Out Loud: Make Online Courses Meaningful and Accessible - 1 views

www.edsurge.com/...rses-meaningful-and-accessible

instructional design elearning accessibility VoiceThread

shared by Cub Kahn on 21 Jul 16 - No Cached

Cub Kahn on 21 Jul 16

"The case for learning out loud extends beyond the development of effective communication skills. An asynchronous, multimodal learning environment that invites students to verbally converse with one another has been shown to improve the social and emotional elements of learning." (also see http://www.slideshare.net/brocansky/learning-outloudsept2014)

<div class="cArrow"> </div><div class="cContentInner">"The case for learning out loud extends beyond the development of effective communication skills. An asynchronous, multimodal learning environment that invites students to verbally converse with one another has been shown to improve the social and emotional elements of learning." (also see <a href="http://www.slideshare.net/brocansky/learning-outloudsept2014" rel="nofollow" target="_blank">http://www.slideshare.net/brocansky/learning-outloudsept2014</a>)</div>

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Reimagining Faculty Development: Organic Innovation for Change - 1 views

tiny.cc/newfacdev

social media faculty development teaching quality blended hybrid

shared by Cub Kahn on 05 Jul 16 - No Cached

Cub Kahn on 05 Jul 16

Resources and ideas from CSU Channel Islands for faculty development, especially blended and online, including slides from a presentation their Teaching and Learning Innovations team did at OLC Innovate. Content and approaches include a toolbox, Facebook, Twitter, learning communities, course construction workshops and a faculty/staff blog. Impressive.

<div class="cArrow"> </div><div class="cContentInner">Resources and ideas from CSU Channel Islands for faculty development, especially blended and online, including slides from a presentation their Teaching and Learning Innovations team did at OLC Innovate. Content and approaches include a toolbox, Facebook, Twitter, learning communities, course construction workshops and a faculty/staff blog. Impressive.</div>

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Should Your Online Course Sound Like 'Serial'? - 1 views

www.edsurge.com/...nline-course-sound-like-serial

lecture alternatives underrepresented engagement podcast

shared by Cub Kahn on 15 Jun 16 - No Cached

Shannon Riggs liked it

Cub Kahn on 15 Jun 16

"Rethinking the variety of voices and formats will not only be better for engagement, but also for learning. Rather than presenting information in scripted bullet points like an old-fashioned e-learning module, we should experiment with formats like debates, conversations, open-ended inquiry and stories in online courses. This will require students to extrapolate key points, synthesize what they've heard, and sometimes leave with more questions than clear take-aways."

<div class="cArrow"> </div><div class="cContentInner">"Rethinking the variety of voices and formats will not only be better for engagement, but also for learning. Rather than presenting information in scripted bullet points like an old-fashioned e-learning module, we should experiment with formats like debates, conversations, open-ended inquiry and stories in online courses. This will require students to extrapolate key points, synthesize what they've heard, and sometimes leave with more questions than clear take-aways."</div>

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4 Reasons Why Online Learning Drives Residential Classroom Innovation - 2 views

www.insidehighered.com/...sidential-classroom-innovation

instructional design active learning learner-centered hybrid blended

shared by Cub Kahn on 25 May 16 - No Cached

Cub Kahn on 25 May 16

"Instructional designers are consumers (and sometimes producers) of the learning science literature - and they bring this knowledge base into their work with faculty. Once faculty have the opportunity to learn and apply learning science research for their online courses, they will want to do the same for their residential courses."

<div class="cArrow"> </div><div class="cContentInner">"Instructional designers are consumers (and sometimes producers) of the learning science literature - and they bring this knowledge base into their work with faculty. Once faculty have the opportunity to learn and apply learning science research for their online courses, they will want to do the same for their residential courses."</div>

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What Are You Talking About?! The Need for Common Language around Personalized Learning - 2 views

er.educause.edu/...e-around-personalized-learning

adaptive learning personalized learning individualized learning differentiated learning competency-based education

shared by Cub Kahn on 07 Apr 16 - No Cached

Cub Kahn on 07 Apr 16

Defines personalized, adaptive, individualized, differentiated and competency-based learning.

<div class="cArrow"> </div><div class="cContentInner">Defines personalized, adaptive, individualized, differentiated and competency-based learning.</div>

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ablconnect - 2 views

ablconnect.harvard.edu

active learning activity discussions resources research repository

shared by Cub Kahn on 07 Mar 16 - No Cached

Cub Kahn on 07 Mar 16

Harvard's online repository for active learning. Searchable by activity type (e.g., discussion, game, peer instruction, debate, presentation), subject area, timeline, learning goals, student scope (individual, pair, group, or whole-class), final product and assessment type. Site also summarizes research on active learning by activity type.

<div class="cArrow"> </div><div class="cContentInner">Harvard's online repository for active learning. Searchable by activity type (e.g., discussion, game, peer instruction, debate, presentation), subject area, timeline, learning goals, student scope (individual, pair, group, or whole-class), final product and assessment type. Site also summarizes research on active learning by activity type.</div>

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Reimagining Online Education - 0 views

www.insidehighered.com/...reimagining-online-education

instructional design active learning competency-based education hybrid

shared by Cub Kahn on 06 Jan 16 - No Cached

Cub Kahn on 06 Jan 16

"As long as aviation pioneers tried to mimic birds, controlled, heavier-than-air human flight proved impossible. Along somewhat similar lines, it is only by breaking decisively from traditional face-to-face models that it will be truly possible to create the kinds of immersive, social experiences in online education that will truly engage students and promote high levels of attainment among broad profiles of students."

<div class="cArrow"> </div><div class="cContentInner">"As long as aviation pioneers tried to mimic birds, controlled, heavier-than-air human flight proved impossible. Along somewhat similar lines, it is only by breaking decisively from traditional face-to-face models that it will be truly possible to create the kinds of immersive, social experiences in online education that will truly engage students and promote high levels of attainment among broad profiles of students."</div>

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How to Teach in an Age of Distraction - 1 views

chronicle.com/...233515

teaching lectures blended hybrid mobile technology

shared by Cub Kahn on 06 Oct 15 - No Cached

Universal Design: An Accessibility Philosophy that Helps Everyone - 2 views

wcetblog.wordpress.com/...universal-design

Universal Design accessibility

shared by Cub Kahn on 30 Sep 15 - No Cached

Cub Kahn on 30 Sep 15

This post makes a strong case for the benefits of universal design and it also has a useful annotated resource list.

<div class="cArrow"> </div><div class="cContentInner">This post makes a strong case for the benefits of universal design and it also has a useful annotated resource list.</div>

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Data, Technology, and the Great Unbundling of Higher Education - 0 views

er.educause.edu/...unbundling-of-higher-education

elearning competency-based education adaptive learning gamification apps

shared by Cub Kahn on 19 Aug 15 - No Cached

Using Instructor-Generated Video Lectures In Online Mathematics Courses Improves Studen... - 3 views

olj.onlinelearningconsortium.org/...484

lectures video instructional design math

shared by Cub Kahn on 24 Jul 15 - No Cached

Cub Kahn on 24 Jul 15

"Results indicate students who enrolled in a redesigned online College Algebra course that strategically placed the instructor in the role of content provider performed significantly better. . . ."

<div class="cArrow"> </div><div class="cContentInner">"Results indicate students who enrolled in a redesigned online College Algebra course that strategically placed the instructor in the role of content provider performed significantly better. . . ."</div>

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Six Trajectories for Digital Technology in Higher Education (EDUCAUSE Review) - 0 views

www.educause.edu/...al-technology-higher-education

learning analytics OER adaptive learning hybrid mobile

shared by Cub Kahn on 24 Jun 15 - No Cached

Successful Flipped Classes - 1 views

cgi.stanford.edu/...enewsletter.php

flipped lectures video

shared by Cub Kahn on 23 Jun 15 - No Cached

Cub Kahn on 23 Jun 15

"Based on their research, Velegol, Mahoney, and Zappe have the following suggestions for faculty interested in flipping: (1) Keep the video segments less than 10 minutes, (2) review the material in class for less than 20 minutes, (3) give students time in class to work on real-life and relevant problems or projects that are traditionally done at home, and (4) provide at least weekly assessments to keep the students on track."

<div class="cArrow"> </div><div class="cContentInner">"Based on their research, Velegol, Mahoney, and Zappe have the following suggestions for faculty interested in flipping: (1) Keep the video segments less than 10 minutes, (2) review the material in class for less than 20 minutes, (3) give students time in class to work on real-life and relevant problems or projects that are traditionally done at home, and (4) provide at least weekly assessments to keep the students on track."</div>

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