Participants overwhelmingly found smaller and more focused professional development opportunities were much more helpful than those offered on a broad level.
Group items tagged
No Significant Difference - Presented by WCET - 0 views
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Quoting Mr. Russell from the introduction to his book,
"These studies tell me that there is nothing inherent in the technologies that elicits improvements in learning. Having said that, let me reassure you that difference in outcomes can be made more positive by adapting the content to the technology. That is, in going through the process of redesigning a course to adapt the content to the technology, it can be improved."
This idea is reflected in the history of the No Significant Difference literature. Over the last 50 years, the question for media comparison studies (MCS) has evolved from, "Can students learn at a distance?" to "What is the effect of distance delivery on student outcomes?" Over the years, especially since the internet revolution, the conviction that distance delivery is necessarily inferior to face to face instruction has faded a bit. As we accept that it is not the technology itself, but the application of technology, that has the potential to affect learning, it is our hope that future research will strive to identify the instructional methods that best utilize technology attributes to improve student outcomes.
An Infantryman Learns To Code - Inside DigitalOcean - Medium - 2 views
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I wonder how often this opportunity is there but the person isn't . . . seems like the very definition of computational thinking. "In the end, the tool was very crude but accomplished something very useful: It had a flow that ensured all the reports required by people on the ground, and above, were sent in a timely and orderly manner. Each step of that flow was almost entirely automated. Each button filled a template and put the text in the clipboard for copy-pasting in the chat. Events were timed automatically. Distances and time of travel were computed automatically. A dropdown menu facilitated entering common values. Big warning signs were visible when a time critical step was ongoing, or some important data was missing."
The Art and Science of Successful Online Discussions | Faculty Focus - 0 views
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"The Science of Online Discussions Our working knowledge regarding distance education suggests that productive discussions are essential to learning in an asynchronous online environment. Online discussions effectively take the place of face-to-face classroom discussion. It has even been suggested that, if well facilitated, online discussions may allow for more in-depth and thoughtful learning than is possible in a face-to-face setting (Hawkes, 2006). Gao, Wang, and Sun (2009) contend that in a productive online discussion, it is essential for participants to embrace the following four dispositions:"
Minimizing Online Students' Transactional Distance to Maximize Value | The EvoLLLution - 1 views
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TD concept
Edinburgh University's updated Manifesto for Teaching Online - 2015 | Jenny Connected - 0 views
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"Manifesto for teaching online: Digital Education, University of Edinburgh, 2015 Online can be the privileged mode. Distance is a positive principle, not a deficit. Comment: I can see why these sentences have been included, but do we need to oppose online and offline education. They can both be privileged and positive principles."
How Faculty Learn To Teach Online: What Administrators Need to Know - 6 views
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professional development sessions offered at the university level, while well intentioned, did not allow for tailoring to their specific or individual needs. The sessions were often too generic and provided too much information and often did not address the questions they had about content and structure.
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ven more valuable than organized training sessions were informal small-group or one-on-one tutoring or mentoring sessions between inexperienced and experienced online instructors.
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This could be a checklist for ALL professional development across education and, I suspect, other fields as well. Personalized, customized, sustained.
Online Student Retention Requires a Collaborative Approach | Faculty Focus - 3 views
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Creating a sense of community in the classroom and making meaningful student-faculty interactions can help curb retention issues in higher ed.
Babson Group reflects on final report on online education enrollments - 0 views
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In fall 2002, about 27 percent of administrators said faculty members accepted online courses as a legitimate method of delivering education. When the Babson Group ran its survey last fall, 29.1 percent of administrators said the same. The report describes that lack of progress as a “continuing failure of online education.”
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“We’ve basically reached a point where everybody for whom [online education] is important for their institution is fully on board,” Seaman said.
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Other than helping students who may not have been able to physically attend classes pursue higher education, distance education has had “very little impact,” he said.
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