Searching for "online learning"

weakest students and online classes

Weakest students more likely to take online college classes but do worse in them

Protopsalt is is a professor at George Mason University, where he directs Center for Education Policy and Evaluation.  He previously served as a senior official in the U.S. Department of Education.

The paper, “Does Online Education Live Up to Its Promise? A Look at the Evidence and Implications for Federal Policy,” was also written by Sandy Baum, an economist at the Urban Institute, a nonprofit research organization.

At four-year universities, students with high grades often did just as well in an online course, but those with low grades suffered more. Another 2017 study of students at a for-profit university which offers both in-person and online classes found that students who took an online class not only got lower grades in that class but also in future classes. Online students were more likely to drop out of college altogether than similar students who attended in-person classes.

The question is whether we should keep expanding online learning, with generous federal subsidies, to the most vulnerable students before colleges have tested and proven they can educate them adequately outside the classroom.

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more on online learning in this IMS blog
http://blog.stcloudstate.edu/ims?s=online+learning

learning experience design

Building a Learning Innovation Network

https://www.insidehighered.com/digital-learning/blogs/technology-and-learning/building-learning-innovation-network

new interdisciplinary field of learning innovation emerging.

Learning innovation, as conceptualized as an interdisciplinary field, attempts to claim a space at the intersection of design, technology, learning science and analytics — all in the unique context of higher education.

professional associations, such as POD, ELI, UPCEA, (https://upcea.edu/) OLC (https://onlinelearningconsortium.org/), ASU GSV (https://www.asugsvsummit.com/) and SXSW Edu (https://www.sxswedu.com/) — among many other conferences and events put on by professional associations.

A professional community of practice differs from that of an interdisciplinary academic network. Professional communities of practice are connected through shared professional goals. Where best practices and shared experiences form the basis of membership in professional associations, academic networks are situated within marketplaces for ideas. Academic networks run on the generation of new ideas and scholarly exchange. These two network models are different.

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https://elearningindustry.com/learning-experience-design-instructional-design-difference

“Learning Experience Design™ is a synthesis of Instructional Design, educational pedagogy, neuroscience, social sciences, design thinking, and User Experience Design.”

The Process: ADDIE Vs. Design Thinking

The Process: ADDIE Vs. Design Thinking

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more on LX design in this iMS blog
http://blog.stcloudstate.edu/ims?s=learning+design

online discussions activities

What Makes a Question Effective?

Thursday, April 18, 3:00–4:00 p.m. CDT

We answer the question we are asked. Asking good questions improves instructor/student communications and designing successful discussions begin by drafting good questions. Many of us are looking for ways to improve online discussion activities: let’s start with the questions we ask. Through a presentation and a facilitated discussion, we will explore how to get the type of responses we are looking for by looking at what makes a question effective.

About the presenter: Treden Wagoner, Instructional Designer, has an MA in Education and over 20 years’ teaching experience. He has specialized in education technology since 2002. As an instructional designer, Treden works with CEHD instructors to develop effective course sites and the integration of technology for teaching and learning. His interest in asking good questions began when he was an art museum educator.

Webinar details

Webinar link

Date: Thursday, April 18, 2019, 3:00−4:00 p.m. CDT

Code: 746 250 839

Password: MNLC@2019

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previous webinars’ recordings:

youtube iconLearning Commons YouTube Channel
https://www.youtube.com/channel/UCL5D8pOXtaGRV512wUQt5Qg

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more on instructional design in this IMS blog
http://blog.stcloudstate.edu/ims?s=instructional+design

shifting reality of the online landscape

State Systems Plot Major Online Growth

Public universities across the country are adjusting to the shifting reality of the online landscape. Despite similar goals, approaches vary widely.

Mark Lieberman March 20, 2019

https://www.insidehighered.com/digital-learning/article/2019/03/20/how-public-university-systems-missouri-louisiana-and-more-plan

interviewed administrators at systems across the United States for a wide look at how the landscape is shifting.

The University of Missouri System last year signaled plans to increase its total enrollment from 75,000 to 100,000 by 2023. Administrators pointed to online education as a key driver of future growth.

In other ways, the Missouri system’s approach could look similar to Massachusetts’. Administrators in Missouri are pondering the creation of a separate entity within the system that would offer online programs to adult learners.

Administrators have ruled out purchasing or merging with an existing online apparatus, as Purdue University did with the for-profit Kaplan University to enrollment-expanding but controversial effect.

Senior administrators and board members at Louisiana State University began looking at online education in the early 2010s.

From 2016 to 2018, Sasha Thackaberry served as assistant vice president of academic technology, course production and alternative learning models at Southern New Hampshire University. Louisiana State hired her in February 2018 to lead its online growth; three months later, she was promoted from associate vice provost to vice provost of digital and continuing education.

When Kristina Johnson became chancellor of the State University of New York system in 2017, she challenged administrators to consider a wide range of possibilities for growing online capabilities. According to Tod Laursen, SUNY’s senior vice chancellor and provost, the system has just wrapped up an information-gathering process that will inform a soon-to-be-released request for proposals. Johnson has slated for this fall a major online learning initiative, the details of which are still being ironed out.

Colorado State University Online serves as an online program manager for the state system — distinct from Colorado State University Global, which has a separate faculty and governance structure, and tends to serve adults at an average age in their 30s. CSU Online, by contrast, tends to serve “less seasoned” students between 24 and 34 years old, according to Amy Smith, senior director of CSU Online.

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more on online education in this IMS blog
http://blog.stcloudstate.edu/ims?s=online+education

Online course, storytelling, data

Online Course | A Thousand Words and a Picture: Storytelling with Data

https://events.educause.edu/courses/2019/a-thousand-words-and-a-picture-storytelling-with-data

Part 1: March 13, 2019 | 1:00–2:30 p.m. ET
Part 2: March 20, 2019 | 1:00–2:30 p.m. ET
Part 3: March 27, 2019 | 1:00–2:30 p.m. ET

Overview

A picture is worth a thousand words, but developing a data picture worth a thousand words involves careful thought and planning. IT leaders are often in need of sharing their story and vision for the future with campus partners and campus leadership. Delivering this message in a compelling way takes a significant amount of thought and planning. This session will take participants through the process of constructing their story, how to (and how not to) incorporate data and anecdotes effectively, how to design clear data visualizations, and how to present their story with confidence.

Learning Objectives

During this course, participants will:

  • Develop a story that elicits a specific outcome
  • Identify and effectively use data elements to support a compelling story
  • Learn how to tell your story in a clear and effective way

NOTE: Participants will be asked to complete assignments in between the course segments that support the learning objectives stated below and will receive feedback and constructive critique from course facilitators on how to improve and shape their work.

Facilitator

Leah LangLeah Lang, Director of Analytics Services, EDUCAUSE

Leah Lang leads EDUCAUSE Analytics Services, a suite of data services, products, and tools that can be used to inform decision-making about IT in higher education. The foundational service in this suite is the EDUCAUSE Core Data Services (CDS), higher education’s comprehensive IT benchmarking data service.

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more Educause webinars in this IMS blog
http://blog.stcloudstate.edu/ims?s=educause+webinar

Weakest students online college classes

Weakest students more likely to take online college classes but do worse in them

Survey of rigorous academic research on online education finds lower grades and higher drop out rates Column by  February 4, 2019

online share of total enrollment

According to the most recent federal statistics from 2016, roughly one out of every three or 6.3 million college students learned online. That number is growing even as fewer people are going to college.

The paper, “Does Online Education Live Up to Its Promise? A Look at the Evidence and Implications for Federal Policy,” was also written by Sandy Baum, an economist at the Urban Institute, a nonprofit research organization.

Online degrees are also concentrated among a handful of nonprofit universities. Just three — Western Governors University, Liberty University and Southern New Hampshire University — enroll about a third of all online students at private, nonprofit institutions.

overwhelming research evidence that community college students aren’t faring well in online classes

Another 2017 study of students at a for-profit university which offers both in-person and online classes found that students who took an online class not only got lower grades in that class but also in future classes. Online students were more likely to drop out of college altogether than similar students who attended in-person classes.

There are much stronger results for courses that combine supplemental materials online with traditional, face-to-face instruction. But the authors do not consider this hybrid instruction to be “online” learning.

smartphones for learning and policies

6 ways to use students’ smartphones for learning

By Kelsey Ehnle 12/26/2018 BYOD Mobile learning Tools

https://www.iste.org/explore/articleDetail?articleid=528
Smartphones also provide an easy way for teachers to “inspire students to positively contribute to and responsibly participate in the digital world,” as espoused by the ISTE Standards for Educators.
research shows that when students are engaged in their learning — and they’re almost always engaged with their phones when given a choice — they are less likely to succumb to distractions.

1. Create short videos.

Videos can express any type of learning in any style, from music videos to interviews, book trailers, historical re-enactments, tutorials and stop animations.

Flipgrid is the one of the best educational video-creation sites

2. Access an online dictionary and thesaurus.

Find synonyms in many languages at Open Thesaurus!
Linguee
.

PONS or LEO. Question about a verb conjugation? Go to LEO or Canoo (for German)

3. Collaborate and share with Padlet and Twitter.

4. Scan QR codes.

5. Listen to podcasts and read the news.

6. Compete against classmates!

Quizlet and Kahoot, Gimkit

http://blog.stcloudstate.edu/ims?s=kahoot

6. Use the apps, obviously.

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Gartner predicts that nearly 38 percent of companies will stop providing devices to workers by 2017 — but 20 percent of those BYOD programs will fail because of overly restrictive mobile device management measures. So how can IT pros devise a BYOD strategy that stays afloat? Here are six guidelines to accommodate legitimate IT concerns without sinking a policy’s odds of success:

Look to Existing Policies

Before creating a BYOD policy, take a look at existing HR and legal procedures. Many email, VPN, and remote access security policies can be applied to mobile devices, as well.

Provide Training and Education

Employees are using personal devices at work, whether the company realizes it or not. But that doesn’t mean they are using them correctly. Employees often use  file-sharing and other tools of their choosing without IT’s knowledge, which could put sensitive corporate data at risk. Use a BYOD policy to trainemployees how to correctly use their applications

Specify Devices

BYOD isn’t limited to smartphones. According to Gartner, a “new norm” is emerging in which employees manage up to four or five devices at work.

Enforce Passwords and Encryption

passwords aren’t foolprool. Data encryption is an additional security measure

A smart BYOD policy doesn’t mean IT is off the hook. Rather, successful policies rely on IT and employees sharing security obligations.

Set Ownership Expectations

Employees often fail to realize that all data on their devices is discoverable, regardless of whether the device is personal or company-owned. The question of who owns what is still a legal gray area, though companies increasingly take the liberty to remote wipe employees’ personal devices once they leave their job. Avoid the guessing game with a clear exit strategy.

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more on BYOD in this IMS blog
http://blog.stcloudstate.edu/ims?s=byod
http://blog.stcloudstate.edu/ims?s=mobile+learning

Engagement in Online Schools

Does Presence Equal Progress? Tracking Engagement in Online Schools

By Steven Guttentag     Sep 25, 2016

https://www.edsurge.com/news/2016-09-25-does-presence-equal-progress-tracking-engagement-in-online-schools

Embracing online school requires a new mindset, as well as new criteria for measuring academic success—measures that take into account the nature of teaching and learning online, the types of students online schools serve, and the unique ways in which those students learn.

Teachers interact with students during synchronous learning sessions, and they connect one-on-one through calls, online chats, texts, and interactive whiteboard sessions.

Accountability measures must adapt to and reflect a self-paced, competency-based learning environment. A traditional one-size-fits-all rubric does not translate cleanly with respect to online schools.

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more on online engagement in this IMS blog
http://blog.stcloudstate.edu/ims?s=online+engagement

Interested in Teaching Online

Interested in Teaching Online?

This course is designed to introduce you to teaching online – the concepts, competencies, pedagogies, and practices that are required to plan, develop, and teach an online course. Along with introducing you to these key topics, this course will showcase the perspectives of students, faculty, and instructional designers who have a wide range of experience teaching and learning online.

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more on online teaching in this IMS blog
http://blog.stcloudstate.edu/ims?s=online+teaching

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