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Contents contributed and discussions participated by wlampner

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wlampner

Anthologize - 1 views

anthologize.org

wordpress publishing ebook tools

shared by wlampner on 17 Sep 13 - Cached
  • wlampner on 17 Sep 13
     
    "Use the power of WordPress to transform online content into an electronic book."
wlampner

Harry Potter Monopoly 101 | Inside Higher Ed - 0 views

www.insidehighered.com/...harry-potter-monopoly-101

course_design

shared by wlampner on 13 Sep 13 - No Cached
  • wlampner on 13 Sep 13
     
    Harry Potter monopoly analogy to course design
wlampner

Posting Course Materials Online - Columbia Copyright Advisory Office - 1 views

copyright.columbia.edu/...osting-course-materials-online

copyright fair_use

shared by wlampner on 22 Aug 13 - No Cached
  • wlampner on 22 Aug 13
     
    This is really clear and easy to understand. We may want to share in the workshop course.
wlampner

Mobile Learning and the Edited Course | Inside Higher Ed - 0 views

www.insidehighered.com/...ile-learning-and-edited-course

mobile learning design

shared by wlampner on 22 Aug 13 - No Cached
  • The lack of screen real estate will push us to think about what is really important in our classes.
  • result in cleaner, sparer, and more elegant learning experience
  • What we don't do very well is take things away.
  • ...6 more annotations...
  • activity for reflection.
  • simultaneously richer and less legible
  • raded density for flexibility
  • back to fundamentals,
  • what do we really want our students to learn
  • hance to take all that we have learned about online and blended teaching and re-imagine how we can make more than incremental improvements
wlampner

Howard U. Will Expand Its Online Offerings - Wired Campus - The Chronicle of Higher Edu... - 0 views

chronicle.com/...45317

elearning partnerships Pearson

shared by wlampner on 07 Aug 13 - No Cached
  • wlampner on 07 Aug 13
     
    Howard will be partnering with Pearson for their online programs.
wlampner

3 Universities Will Grant Credit for 2U's Online Courses - Wired Campus - The Chronicle... - 0 views

chronicle.com/...45143

online collaboration elearning

shared by wlampner on 30 Jul 13 - No Cached
  • First, the courses will be taught entirely online—an option that Southern Methodist has never before offered to undergraduates.
  • taught by professors at other universities
  • ourses, offered through the online-education company 2U, will come from a consortium of colleges participating in 2U’s Semester Online program
  • ...11 more annotations...
  • will allow Southern Methodist to see how well online courses work for its students without committing resources to building its own
  • students will be allowed to take a maximum of four courses through 2U
  • prevent cannibalizing enrollment from its own courses
  • will allow each student to take only one Semester Online course this fall
  • courses have already passed through a faculty review.
  • during their time at Southern Methodist
  • U has increasingly pitched itself as the anti-MOOC online provider.
  • teach the courses live, via Webcam, to virtual classrooms of no more than 20 students.
  • 4,200 per student per course.
  • purposefully exclusive.
  • teaching institutions supply high-quality courses, while the affiliates supply high-quality students.
wlampner

Integrate iPads Into Bloom's Digital Taxonomy With This 'Padagogy Wheel' | Fluency21 - ... - 1 views

fluency21.com/...onomy-with-this-padagogy-wheel

ipads taxonomy bloom

shared by wlampner on 01 Jul 13 - No Cached
  • wlampner on 01 Jul 13
     
    Shared by Jill
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

Listening to Online Education's Ombudsman - The Digital Campus 2013 - The Chronicle of ... - 0 views

chronicle.com/...138797

online education efficacy research elearning

shared by wlampner on 29 Apr 13 - No Cached
  • weighty body of research suggesting that online learning can be just as good as face-to-face.
  • small sample size; inability to control for ubiquitous selection effect
  • really important is first to recognize that online learning isn't any one thing
  • ...8 more annotations...
  • lack of good estimates of likely cost savings
  • o 'disrupt' or not 'disrupt' is not the way to intelligently discuss online learning,
  • People want to simplify, and sometimes they want to oversimplify,
  • randomized experimental trials are tedious and often beside the point
  • Colleges that wait for perfect evidence risk sinking deeper into a hole
  • There can be a fine line between deliberation and inertia.
  • case for using randomized trials should itself be subject to careful cost-benefit analysis
  • best is the enemy of the good
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

MOOCs and Libraries: Duke Librarians Aid MOOCs With Technology, Research - 1 views

moocsandlibraries.blogspot.com/...librarians-aid-moocs-with.html

mooc libraries

shared by wlampner on 05 Apr 13 - No Cached
  • wlampner on 05 Apr 13
     
    Interesting that instructional technology housed in library at Duke.
wlampner

Tips for college leaders to make online programs work | Inside Higher Ed - 0 views

www.insidehighered.com/...ders-make-online-programs-work

elearning TalkingPoints

shared by wlampner on 11 Feb 13 - No Cached
  • “Why are we doing e-learning?”  Is it to increase tuition revenue?  Decrease costs? Create greater access? Allow greater flexibility for our students? Experiment with new pedagogical approaches to teaching and learning, so as to better educate a different generation of students? All of the above?
  • ultimately the senior no-wake proponents on campus will delay and/or sabotage any meaningful e-learning strategy.
  • all must understand the risks of NOT advancing one.
  • ...11 more annotations...
  • key to succeeding is to incentivize faculty and senior staff.
  • sharing of tuition revenue generated from online courses and/or financial support for scholarly activities
  • same individuals must be engaged in defining and ensuring the highest level of quality of the online student experience
  • houghtful use of both internal and external resources, including independent marketing research
  • student-faculty engagement
  • measurable retention strategy
  • baseline for retention must be established
  • retention “dashboard” created to enable the provost to monitor all online programs
  • course development standards, teaching expectations, proper advisement and support services
  • careful use of third-party vendors and consultants to properly assess your institution’s market niche is typically a good expense.
  • more personalized, technologically advanced and affordable online degree program.
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