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wlampner

Federal Register | Notice Expanding an Experiment Under the Experimental Sites Initiati... - 0 views

www.federalregister.gov/...tive-federal-student-financial

CBE Experimental_Sites

shared by wlampner on 23 Nov 15 - No Cached
  • Institutions that have not already received approval to participate in the Competency-Based Education experiment must submit a letter of interest following the instructions included in this notice. Letters of interest must be received by the Department no later than January 19, 2016
  • The letter of interest should be on institutional letterhead and be signed by at least two officials of the institution—one of these officials should be the institution's financial aid administrator, and the other should be an academic official of the institution who is familiar with the institution's competency-based educational programs.
  • In the July 31, 2014, notice, the Secretary described the application, selection, reporting, and evaluation requirements for the Competency-Based Education experiment. All of those requirements remain in effect regardless of which set of waivers, as described in this notice, is chosen by an institution.
  • ...12 more annotations...
  • For institutions that, in response to this notice, submit letters of interest for the Competency-Based Education experiment, the Secretary's process for selecting participating institutions will remain the same as was described in the July 31, 2014, notice.
  • Under the Subscription Period Disbursement set of waivers, the institution may include in its determination of a student's enrollment status competencies that begin prior to the start of the subscription period, as long as it does not include those competencies in enrollment status for two different payment periods. Institutions will disburse title IV aid based on the student's anticipated enrollment for a subscription period (which is equivalent to a payment period) rather than requiring completion of a specific number of competencies prior to making subsequent disbursements of title IV aid. While an institution will determine a student's title IV aid amounts based on the student's anticipated enrollment status, the institution will be required to perform a satisfactory academic progress evaluation for the student at the end of each subscription period (payment period) to ensure that the student has completed the appropriate number of competencies in that payment period, given the student's enrollment status.
  • For each payment period, students will be assigned by the institution an enrollment status (full-time, half-time, three-quarter time, less than half-time) based on the student's expected enrollment in and completion of competencies for the payment period. After consulting with the student, the institution will determine the student's enrollment status based on a realistic assessment by the institution of the number of competencies that the student will complete during the payment period
  • an institution will not be permitted to count a unique competency or course toward a student's enrollment status for more than one payment period
  • to use this set of waivers, an institution must have a mechanism for determining that a student has been participating in a competency during a payment period.
  • Subscription Period Disbursement set of waivers will modify the statutory and regulatory requirements for monitoring satisfactory academic progress so that an institution will be required to evaluate a student's pace by using competencies completed over calendar time, rather than by dividing a student's completed credit hours by attempted credit hours
  • he institution must evaluate a student's satisfactory academic progress after every subscription period (payment period), rather than at least once annually, even if the program is more than one academic year in length
  • he institution must evaluate a student's pace using two separate measures:
  • The student's progress for the payment period immediately prior to the evaluation, calculated using the number of credit hours or equivalents completed over the number of credit hours or equivalents included in the student's enrollment status for that payment period
  • he student's cumulative rate of progress, calculated by dividing the aggregate number of credit hours or equivalents completed as of the end of the payment period by the total number of credit hours or equivalents expected to be completed as of the end of that payment period in order for the student to complete the program within the maximum timeframe
  • r its evaluation of a student's cumulative rate of progress, the institution could use different standards for students on different enrollment tracks—for example, there could be a different maximum timeframe for a student on a half-time enrollment track, for whom the normal time for completion of the program is longer than for a student on a full-time enrollment track.
  • If a student fails either of the two satisfactory academic progress evaluations, the student will have failed to make satisfactory academic progress and will, based on the institution's satisfactory academic progress policies, either be assigned to a financial aid warning period or immediately lose eligibility for title IV funds. Institutions will have the same flexibility to establish options for appeals, probation periods, and academic plans as they do under the current regulations.
wlampner

The Making of a Teaching Evangelist - The Chronicle of Higher Education - 1 views

chronicle.com/...236706

problem_based_learning active_learning lecture

shared by wlampner on 20 Jun 16 - No Cached
  • Mr. Mazur realized what he had really been teaching them: to memorize formulas.
  • Joy is not a word that often describes the lecture.
  • One humanities professor wrote last year that lectures work because they demand that students pay close attention, connect ideas, and understand how to build an argument.
  • ...22 more annotations...
  • Mr. Mazur wondered whether lecturing was an ethical teaching choice.
  • a lecture is only as passive as the listener
  • Students learn when they think about what they’re hearing and organize it into salient points. "This places the responsibility for learning on the student,
  • modern zeitgeist places the responsibility on the instructor.
  • Lecturing, he says, serves another important purpose. It reaffirms the importance of expertise and allows students to see how an expert role-models the process of working through a problem.
  • Learning is not a spectator sport,"
  • Lectures are inexpensive for institutions, allowing hundreds of students to be assigned to one faculty member.
  • Mr. Mazur often likes to cite education research suggesting that students overestimate how much they learn from a smoothly delivered lecture.
  • The lecture creates the perfect illusion
  • Students read material before class on an online platform
  • Students post comments on the reading and respond to one another’s annotations
  • comments drive the next class.
  • o answer each problem, students do four things: articulate the problem in their own words, devise a plan to answer it, execute it, and evaluate how well it worked.
  • omplete the problem sets alone before class and work in teams during it to correct errors
  • not graded on how correct their answers are but on their effort and their accuracy in judging how well they understood the problem.
  • udents do complete five hourlong "Readiness Assurance Activities" during the semester. In the first half-hour they solve the problems alone; they can consult the internet but not one another. In the second, they go over the problems again, this time with their teams. Their scores reflect individual mastery and collective contribution.
  • Project-based learning is the center of the new course. Students work in teams. Many projects have low-stakes competitions attached to them, like constructing the most secure safe by using magnets as locks. Other projects have an explicit social benefit, like building musical instruments for an orchestra for poor children in Venezuela.
  • Mr. Mazur has moved himself far offstage; he missed about 40 percent of the meetings this past semester. Class just rolls on without him.
  • Peers, Mr. Mazur says, are a far greater source of motivation than a professor.
  • His syllabus dedicates two paragraphs to the virtues of failure
  • They should see failures, he writes, as "learning opportunities, not negatives, as steppingstones to success."
  • Repeated failure, as he has learned, is necessary for success.
wlampner

Study Sees Gains for Women, Underperforming Students in Flipped Classroom | InsideHigherEd - 1 views

www.insidehighered.com/...ing-students-flipped-classroom

Flipped_Classroom

shared by wlampner on 23 Sep 15 - No Cached
  • wlampner on 23 Sep 15
     
    "Flipping the classroom is particularly beneficial for women and students with low grades, according to a new study by researchers at Yale University and the University of Massachusetts at Amherst. The findings emerge from five years' worth of data gathered from an upper-level biochemistry course first taught in a traditional setting, then flipped. Students in the flipped sections of the course scored 12 percent higher on exams than students in sections that used lectures, and the flipped sections also showed less of a gap between the exam scores earned by male and female students. Students with the lowest overall grade point averages appeared to benefit the most from flipping the classroom. The study appears in the December issue of CBE -- Life Sciences Education, a journal of the American Society for Cell Biology."
wlampner

Beyond Videos: 4 Ways Instructional Designers Can Craft Immersive Educational Media | E... - 1 views

www.edsurge.com/...ft-immersive-educational-media

online videos retention

shared by wlampner on 31 Mar 17 - No Cached
  • Harvard reportedly spends $75,000-$150,000 building each new MOOC, most of which goes towards video production costs.
  • resourceful teachers and nonprofits like Khan Academy are still creating low-budget screencasts.
  • et, until we get the learning design right, these questions about production values are premature
  • ...22 more annotations...
  • makes little sense to convert your narrated PowerPoint into a 360 video if you’re still not sure whether students walk away having learned from the content.
  • This is where instructional designers come in
  • ven if an instructional designer can get an expert to explain a concept clearly, this sometimes has little effect on student understanding
  • students bring their own prior knowledge and misconceptions to educational media
  • ideo presents concepts in a clear, well-illustrated way, students believe they are learning, but they do not engage with the media on a deep enough level to realize that what has been presented differs from their own prior knowledge,
  • ou need a little friction in your educational media to actually modify the viewer’s understanding of the world and get the new understanding to stick
  • talk through the steps that people will need to take to apply their learning or complete an assignment
  • Relate” videos get the student to feel connected to the instructor. They seek to establish instructor presence. They also prompt students to reflect on their own prior experiences with the topic and reasons for taking the course.
  • arrate” videos share stories, anecdotes, or case studies that illustrate a concept or put the learning in context. They tap into the power of narrative to make learning sticky.
  • Demonstrate” videos illustrate how to do something in a step-by-step way.
  • “Debate” videos are perhaps the most important if you want students to actually change the way they think. These videos explicitly surface and address the misconceptions that students have about a domain and showcase competing points of view.
  • that social belonging interventions can be the key to helping students persis
  • coaching your experts to unfold their narratives in ways that will be riveting to an audience
  • A study by Columbia University School of Continuing Education found that videos in an online course that get the highest number of views have a direct connection to the course assignments
  • videos turn out best if I help the expert do four things: relate, narrate, demonstrate, and debate
  • focus on the places where people tend to make mistakes
  • gaps between novice understanding and expert knowledge
  • As the instructional designer, you should also be looking for controversies that might have surfaced about the expert’s work
  • minefields of misconceptions and asking the instructor to unpack them can yield rich pedagogical footage
  • o film a “debate” video, you can also invite someone else into the shoot—such as a colleague or a student—and have them discuss a topic with the instructor or receive feedback on a piece of work
  • alternative viewpoints or ways of doing things, you trigger higher cognitive load for viewers, but also prompt deeper engagement
  • tudents who watched a video dialogue involving alternative conceptions reported investing greater mental effort and achieved higher posttest scores than students who received a standard lecture-style presentation
wlampner

Born Accessible « Benetech - 0 views

www.benetech.org/...born-accessible

accessibility

shared by wlampner on 24 Apr 17 - No Cached
  • wlampner on 24 Apr 17
     
    "As the nonprofit tech company operating Bookshare, the largest library of accessible books in the world, Benetech believes the time is right for the publishing world to seize this era of opportunity. We believe that all content born digital can-and should-be born accessible. We understand how to navigate this new world of opportunity-both by identifying the possibilities and working to resolve the challenges. Tremendous progress has been made when it comes to retro-fitting books, especially those that are primarily text, but as digital content becomes richer and more complex, the challenge of making it born accessible will require broader partnerships and technological innovation. The resources we've provided below are meant to help publishers and the myriad of other new, digital content creators understand the basics of how to make content born accessible. These resources highlight the challenges that images, interactivity, math equations and other complex features pose, but also demonstrate how they can be addressed. Working together, we know that accessibility can become a critical component in the creation of all content"
wlampner

The Backchannel - Help TodaysMeet - 0 views

todaysmeet.com/backchannel

tools backchannel

shared by wlampner on 23 Nov 15 - No Cached
  • TodaysMeet is the premier backchannel chat platform for classroom teachers and learners. Designed for teachers, TodaysMeet takes great care to respect the needs and privacy of students while giving educators the tools for success. Students join fast, easy to start rooms with no registration, and can immediately start powerful conversations that augment the traditional classroom.
  • odaysMeet helps harness the backchannel and turn it into a platform that can enable new activities and discussions, extend conversations beyond the classroom, and give all students a voice. Embracing the backchannel can turn it from distraction to engagement. Participants can learn from each other and share their insights, improving participation and deepening learning. TodaysMeet enables instant formative assessment, feedback, and much more.
  • wlampner on 23 Nov 15
     
    "The backchannel is the conversation that goes on alongside the primary activity, presentation, or discussion. TodaysMeet helps harness the backchannel and turn it into a platform that can enable new activities and discussions, extend conversations beyond the classroom, and give all students a voice. Embracing the backchannel can turn it from distraction to engagement. Participants can learn from each other and share their insights, improving participation and deepening learning. TodaysMeet enables instant formative assessment, feedback, and much more."
wlampner

ANU Online Coffee Courses - 0 views

anuonline.weblogs.anu.edu.au

workshop faculty_training

shared by wlampner on 08 Feb 19 - No Cached
  • wlampner on 08 Feb 19
     
    "Coffee courses are an easy way to learn new ideas for using technology in your teaching. Each coffee course will cover a new topic in education technology, teaching online, digital tools, pedagogy, or trends in technology. It is equivalent to a one- or two-hour face-to-face training session, but is done at your own pace from your own desk. Courses are offered regularly through the blog, and take place over one week. Each day while the course runs, a short activity or video will be posted to the blog for you to do. It should take about 15 - 20 minutes, just enough time to enjoy a cup of coffee (or tea, or whatever you prefer). For more information, please see this post about coffee courses. You can do any course at any time and all are welcome to participate. If you would like recognition on your employment record for completing the course, you can register for the session on HORUS prior to the course starting (available for ANU staff only)." From Wendy: I love the blog idea! Participants from their University can review each course and post a substantive comment to the blog in order to get the certificate. We could do this with workshop. It would help ensure faculty are really learning, since their posts would be public. Thoughts? Also note that all of their content is posted with a CC-BY license in case there's something we can use. It's also a model we can follow?
wlampner

World's Largest Natural Sound Archive Now Online - 1 views

mashable.com/...largest-natural-sound-archive

audio

shared by wlampner on 25 Jan 13 - No Cached
  • wlampner on 25 Jan 13
     
    he "largest and oldest" collection of natural sounds in the world is now digital and available online, Cornell University announced. The Macaulay Library at the Cornell Lab of Ornithology houses a scientific archive of biodiversity audio and video recordings. Previously in analog format, the recordings - which go back to 1929 - are now completely digitized, and can be heard at MacaulayLibrary.org. "In terms of speed and the breadth of material now accessible to anyone in the world, this is really revolutionary," Greg Budney, Macaulay's audio curator, said in a statement. It took archivists 12 years to finish digitizing the collection, which has nearly 150,000 audio recordings that run a total of 7,513 hours, according to Cornell. The library features 9,000 species, including mostly birds, as well as whales, elephants, frogs and primates.
wlampner

Teacher Presence: Using Introductory Videos in Online and Hybrid Courses by Paula Jones... - 1 views

www.learningsolutionsmag.com/...pageall%20

videos instructor_presence

shared by wlampner on 04 Nov 13 - No Cached
  • wlampner on 04 Nov 13
     
    "We evaluated student perceptions relating to the significance of producing an introductory video to introduce the instructor to students in both a fully online course and a hybrid course. From the results of this study, we concluded that introductory videos can help to establish the instructor's teaching presence with the students, regardless of the method of delivery of the course.""
wlampner

Purdue U gets into competency-based education with new bachelor's degree - 0 views

www.insidehighered.com/...education-new-bachelors-degree

CBE

shared by wlampner on 30 Mar 16 - No Cached
  • Many of the 600 or so colleges that are trying to add competency-based degrees are focused on adult, nontraditional students who want a leg up in the job market
  • in collaboration with specific industry partners, where an employer’s endorsement of the credential can lead to a graduate employee getting a promotion.
  • ther colleges' forays into competency-based education have been in disciplines with professional licensing and a heavy dose of task-based learning, which seems like an easier fit with academic programs based on mastery rather than time in a classroom.
  • ...13 more annotations...
  • The toughest nut to crack for competency-based education appears to be bachelor’s degrees aimed at traditional-age students.
  • hat’s what Purdue University is doing with a newly approved bachelor’s in transdisciplinary studies in technology
  • ombines technical disciplines with the humanities.
  • Customization is a big part of the degree’s novelty.
  • which will blend technology-focused disciplines such as computing, construction management, engineering, and aviation with social sciences, the humanities and business.
  • kills employers need for a “thinking economy.” That means complex problem solving, effective communication, critical thinking and ethical judgmen
  • igital badges and produce e-portfolios to display their work
  • In order to do that in a traditional sense, this student would have to get at least one major and three minors
  • urdue’s degree track is based on the credit-hour standard, in which the demonstration of competencies is linked to corresponding college credit
  • he U.S. Department of Education has taken some heat from its own Office of the Inspector General for approving direct-assessment degrees
  • an inspector general audit of Western Governors University over the faculty role in competency-based education (the results of which have yet to be made public), have had a chilling effect on how regional accreditors view proposals for new direct assessment and other competency-based degrees
  • mployer groups, such as the National Association of Manufacturers, praised the new degree in written statements.
  • To scale a program with this level of customization would be challenging,
wlampner

How to Prepare Professors Who Thought They'd Never Teach Online - The Chronicle of High... - 1 views

chronicle.com/...236873

elearning faculty_training tools lightboard

shared by wlampner on 21 Jun 16 - No Cached
  • hat comes through in the video, imperfect as it surely is, is a sense of authenticity.
  • watching a clip repeatedly isn’t a bad thing when it comes to learning.
  • He had been worried about making his lecture videos perfect — thinking that he had to give a command performance every time the camera was rolling, as if he were in a Hollywood production
  • ...10 more annotations...
  • "I don’t expect hyper-efficiency when I teach face to face.
  • ig called a "lightboard," designed a few years ago by a professor at Northwestern University
  • It’s not just that it looks cool, it actually works better
  • autions the professor not to write so much on the board that it blocks her face.
  • 20 minutes of "pre-draw
  • ready to rehearse
  • five-minute lecture twice, each time noting how long it takes and how well she stays focused on the points she wants to emphasize. The goal is to shoot the video in one take, so there is no room for flubs
  • need to let the camera linger on the professor for a few seconds after her lecture so that the video doesn’t appear to end abruptly
  • he tries to think about the students who will be out there watching, eventually. But for now she is bathed in harsh light in a windowless concrete box, remembering to smile
  • It took well over an hour to produce the five-minute clip
wlampner

Design Matters « higher education management group - 2 views

highereducationmanagement.wordpress.com/...design-matters

elearning_design design LWT2011

shared by wlampner on 09 Nov 11 - No Cached
  • growing recognition that design is not simply about making products attractive
  • easier to use, fit better into the flow of people’s lives, suit the needs of a broader range of end-users, increase productivity, and even influence emotions (which in turn can influence cognition).
  • digital higher education – both its software and content – has managed to remain untouched by good design.
  • ...19 more annotations...
  • esign is not even on the agenda
  • just like educators.
  • design and education have remarkably similar objectives
  • Design
  • quality of design in screen-based environments dramatically influences the end-user’s experience.
  • passive form of communication
  • Both design and education attempt to leverage the user’s existing knowledge
  • maximize the audience’s retention of relevant information
  • seeks to make the complex simple
  • move beyond a one-way
  • the end-user become an active participant in the process
  • y organizing the user’s attention; encouraging them to focus on what the designer/educator feels is most important.
  • establishing a competitive difference for institutions
  • students approach education like consumers
  • seeking out meaningful differences
  • Thoughtfully designed software and content can serve as a competitive differentiators
  • tangible; students can see (and experience) the difference
  • few institutions have the talent and resources in place to leverage design
  • Nimble and intelligent institutions can use design to stake out a significant difference
wlampner

Cengage offers new OER-based product for general education courses - 1 views

www.insidehighered.com/...duct-general-education-courses

OER

shared by wlampner on 10 Oct 17 - No Cached
  • Cengage predicts that the use of OER -- free, adaptable educational course materials -- could triple over the next five years
  • eady to “embrace the movement” -- adding their own services and technology to create “value-added digital solutions that help institutions use OER to its best advantage.”
  • aking OER materials freely available online from sites such as OpenStax, Cengage has added its own assessments, content and technology to the materials, which will be delivered through an “intuitive, outcomes-based” platform that can be integrated into students’ learning management systems
  • ...5 more annotations...
  • psychology, American government and sociology, and more courses in science, economics and the humanities will be available this fall.
  • some materials that were previously under a Cengage copyright, will be registered under an open CC-BY license so that institutions can adapt and customize the content
  • But for those who want to use the OpenNow platform, fees start at $25 per student per course. “The $25 is for the delivery of content that’s aligned to assessment and learning objectives, the additional assessments and videos we either curated or created, and the outcomes-based platform with personalization and analytics
  • many problems faced by traditional publishers -- how to reduce prices, how to enable customers to customize content, how to ensure students have their materials on the first day of class -- were problems that OER can solve. “So why not use OER to solve them?
  • s OER has gained momentum, more and more companies want to attach themselves to the idea of being open. But for each product that’s launched, we need to keep asking questions. Is it really open, or is it just being branded as open? Open is not just a set of attributes, it’s a set of values and practices that make education better.”
wlampner

"Individualized learning environments are still a long way off" - 0 views

bold.expert/ments-are-still-a-long-way-off

NGDLE

shared by wlampner on 06 Oct 17 - No Cached
  • Creating content is an involved process. You can’t simply take a textbook, perhaps in digital form, and load it into a learning management system, bit by bit. The material needs to be organized by degree of difficulty and learning objectives. It has to be grouped into modules and tagged to identify the information that is intended for experts, the material students are expected to learn, and the material that is primarily meant to provoke thought.
  • Students need to be able to rate content and view others’ ratings and reviews.
  • he system might determine early on that a given student will find it difficult to pass a test. It could then offer materials to enhance that student’s understanding.
  • ...6 more annotations...
  • privacy regulations are an obstacle
  • he material needs to be organized by degree of difficulty and learning objectives. It has to be grouped into modules and tagged to identify the information that is intended for experts, the material students are expected to learn, and the material that is primarily meant to provoke thought.
  • Students need to be able to rate content and view others’ ratings and reviews.
  • he system might determine early on that a given student will find it difficult to pass a test. It could then offer materials to enhance that student’s understanding.
  • How well the team works together is also assessed.
  • But if I have upwards of 5,000 students, a certain dynamism is created. Suddenly I have 100 or 200 people in the “first row of the lecture hall” who are very active and serve to motivate the rest of the group. It’s fascinating to see how that works in the online environment.
wlampner

IFAP - Dear Colleague Letters - 0 views

ifap.ed.gov/...GEN1117.html

elearning elearning_financialaid fraud

shared by wlampner on 12 Jun 13 - No Cached
  • wlampner on 12 Jun 13
     
    he purpose of this letter is to provide guidance to address potential fraud in the Federal student aid programs at institutions of higher education that offer distance education programs. This letter provides an overview of the fraud schemes that the Department's Inspector General (IG) detected, and recommends immediate steps that institutions can take to detect and prevent fraud. In this letter, we also describe further actions that institutions can take and that the Federal government is committed to taking, including increasing technical assistance to institutions of higher education, the convening of a Department-wide task force on distance education fraud, and plans for recommending legislative and regulatory changes to address the relevant issues.
wlampner

How to Improve Public Online Education: Report Offers a Model - Government - The Chroni... - 0 views

chronicle.com/...138729

online administration models

shared by wlampner on 29 Apr 13 - No Cached
  • Public colleges and universities, which educate the bulk of all American college students, have been slower than their counterparts in the for-profit sector to embrace the potential of online learning to offer pathways to degrees.
  • continuum of organizational levels
  • low end of the spectrum, course availability, pricing, transferability of credit, and other issues are all determined at the institutional level, by colleges, departments, or individual professors, resulting in a patchwork collection of online courses that's difficult for students to navigate.
  • ...8 more annotations...
  • Step 2, institutions further collaborate through shared contracts on resources, like learning-management systems
  • The first step is for state institutions to collaborate to establish a searchable clearinghouse of online courses and degree
  • report identifies five cumulative steps that build toward State U Online and gives an example of a state or system at each step
  • Step 3, systems also provide shared student-support services, such as advising, that can be used by students at all institutions in the system,
  • Step 4, an entire state, or a system of public higher-education institutions within the state, achieves all the previous levels of collaboration and in addition makes it easy for students to transfer credit among institutions.
  • enroll in a program at their "home" institution, but can easily take classes at any institution within the consortium.
  • Step 5 carries that concept beyond state borders. Students can take courses at any institution in such a multistate consortium and not worry about whether their credits will transfer, because institutional agreements within the consortium make that automatic.
  • offers practical suggestions about concerns like building sustainable revenue streams that are less dependent on allocations from legislatures, and on providing incentives and support for faculty members to offer online courses.
wlampner

Publications - Competency-Based Education: A Study of Four New Models and Their Implica... - 0 views

www.heartland.org/...he-higher-education-cost-curve

CBE cost budget

shared by wlampner on 27 Oct 16 - No Cached
  • wlampner on 27 Oct 16
     
    "The study, "A Study of Four New Models and Their Implications for Bending the Higher Education Cost Curve," prepared by, rpkGROUP, a consulting firm, and funded by the Lumina Foundation, studied CBE programs at four institutions: the University of Wisconsin-Extension and Kentucky Community and Technical System (both public universities), Brandman University (a private nonprofit university) and Walden University (a private for-profit college).  It suggests colleges and universities could cut the cost of producing some of their degrees by as much as 50 percent with competency-based education (CBE)."
wlampner

Brightspace system helps Deakin uni psych up students to perform | The Australian - 0 views

m.theaustralian.com.au/...story-e6frgakx-1227074233525

D2L brightspace engagement

shared by wlampner on 02 Oct 14 - No Cached
  • Using the platform, she employed 27 intelligent agents, automated notifications based on specific course performance criteria. The agents allow Dr Broadbent and her team to monitor student performance in ways previously not possible.
  • f they have done really well or if they are struggling they get sent an email
  • You can personalise it and put their name in and lots of students think that I have personally sat down and written them an email at that point in time, which is really great
  • ...5 more annotations...
  • verwhelmingly positive, with the ­retention rate in the unit now 90 per cent
  • student satisfaction averaged 4.44/5, which was well above the average at the university of 3.9/5.
  • features such as audio note and video note had made a difference to the quality and the amount of feedback
  • e have easily doubled the amount of feedback that students are getting, which is obviously really good for them
  • ESULT: Improved retention rates in the unit to 90 per cent, with greater student satisfaction, increased the feedback amount and quality
wlampner

Thinking Small About Online Learning | Technology and Learning - 0 views

www.insidehighered.com/...ng-small-about-online-learning

online business_model

shared by wlampner on 07 Apr 17 - No Cached
  • Understanding the changing dynamics of the big players in online learning is important - but I fear that these numbers may dissuade some institutions from exploring distance education
  • An alternative way to think about online learning is not about scale - or even really about revenue generation - but about specialization.
  • Online programs can be a vehicle to highlight differentiation. What school, department, program, or area of research does your school do better than anybody else? What degree programs are you most proud? What areas of teaching and knowledge creation have you build a critical mass of faculty?
  • ...5 more annotations...
  • The economics of online education mean that it is possible to build a very small program that is financially sustainable.  If the focus is institutional differentiation and program quality - economic sustainability should be enough
  • Online teaching is the world’s greatest faculty development program
  • The instructional designers that you will bring to campus to build a quality online program will end up working on residential courses.
  • faculty teaching online in a small program are the same faculty teaching on-ground - and they bring all their new course design and active learning skills developed in their online teaching to the face-to-face classroom
  • The real online learning story is the extent that distance education has been a catalyst to improve all the teaching and learning that happens on campus.
Patrick Tabatcher

To Scale: The Solar System on Vimeo - 0 views

vimeo.com/139407849

infographics astronomy solar-system scale-model

shared by Patrick Tabatcher on 22 Sep 15 - No Cached
  • Patrick Tabatcher on 22 Sep 15
     
    A video showing some people creating a scale model of the solar system on a lakebed in Nevada. Helps to illustrate the relative sizes of the planets, their distance from the sun and differences in speed to orbit the sun.
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