Posts Tagged ‘online learning’

teaching naked

Teaching Naked: How Moving Technology out of Your College Classroom Will Improve Student Learning

José Antonio Bowen, president, Goucher College

https://www.magnapubs.com/2017-teaching-with-technology-conference/plenary-sessions.html

Technology is changing higher education, but the greatest value of a physical university will remain its face-to-face (naked) interaction between faculty and students. Technology has fundamentally changed our relationship to knowledge and this increases the value of critical thinking, but we need to redesign our courses to deliver this value. The most important benefits to using technology occur outside of the classroom. New technology can increase student preparation and engagement between classes and create more time for the in-class dialogue that makes the campus experience worth the extra money it will always cost to deliver. Students already use online content, but need better ways to interact with material before every class. By using online quizzes and games, rethinking our assignments and course design, we can create more class time for the activities and interactions that most spark the critical thinking and change of mental models we seek.

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

innovation online ed

Is innovation severely lacking in online education?

Laura Ascione, Managing Editor, Content Services, @eSN_Laura
July 6th, 2017
The emergence of the chief online officer position at many institutions is strong evidence that online education is becoming more mainstream
Revenue generation and tuition

most responding institutions have online program tuition rates that are aligned with standard tuition or that are higher. Those higher tuition rates ranged from 12 percent of private institutions to 29 percent of four-year public institutions, and lower than standard tuition rates ranged from 3 percent of community colleges to 37 percent of private institutions. None of the larger online programs reported tuition rates for online students that are lower than standard tuition rates, and 20 percent reported higher tuition rates for online study.

Course development

Forty percent of chief online officers in larger programs larger programs use instructional design support, and 30 percent use a team approach to online course design. Ten percent outsource course design.

This kind of course development is in stark contrast to practices of chief online officers in mid-sized and smaller programs. Among the smallest online education programs, 18 percent of chief online officers expect faculty to develop online courses independently, and 53 percent treat instructional design support as a faculty option. This means that a combined 71 percent of smaller programs do not mandate the use of instructional design specialists.

In 13 percent of mid-sized programs, faculty are expected to develop courses independently, and in 64 percent of mid-sized programs, they are free to choose whether or not to involve instructional design specialists, yielding a combined 77 percent of programs that do not require the use of instructional design expertise.

Teaching, learning and technology

The CHLOE survey also asked chief online officers to name three technologies or tools they consider most important or innovative for their institution’s fully-online programs. Eighty-one percent first listed an LMS, while others named audio and video conferencing and lecture capture. The technologies most-cited for second- and third-most important were conferencing, video and lecture capture software. (see Plamen’s effort to start faculty discussion on lecture capture here: http://blog.stcloudstate.edu/coursecapture/)

“There was no sign of much-hyped innovations like adaptive learning, competency-based education LMS solutions, or simulation or game-based learning tools,” according to the study. “Such tools may be in use for specific courses or programs but based on responses to CHLOE, these have yet to achieve institution-wide adoption at any scale.” (see Plamen’s efforts start a discussion on game-based learning here: https://blog.stcloudstate.edu/ims?s=game-based+learning

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

synchronous online learning

Creating Collaborative, Interactive & Engaging Online Learning Environments with Shindig

Shindig Interactive Video Chat for Canvas LMS, February 6, 2:00 – 3:00pm (EST)

Shindig recently announced its integration with Canvas by Instructure, bringing the former’s video chat platform to the learning management system.

Attend this webinar to learn how instructors can instantly schedule, customize and launch Shindig sessions directly from within the Canvas LMS, as well as automatically add the video chat sessions to students’ schedules.

Learn about the positive impact of collaborative and interactive learning environments on student success first-hand from educators and instructional technologists from leading universities. This session will highlight different use cases Shindig can be utilized for, including course delivery, office hours, guest speakers, workshops and more.

Early adopters of the Shindig platform will also be sharing highlight videos of their use of the platform and answering questions attendees may have.

Shindig Early Adopter Guest Speakers:

  • Michael AngillettaProfessor & Senior Sustainability Scholar, Associate Director of Undergraduate Programs, Arizona State University

Note: Watch the brief tutorial video, Canvas for Shindig

The Shindig Canvas plugin is available for free on a public GitHub Repo. Once the plugin is installed in the university’s LMS, IT administrators can contact Shindig for an API key to enable the creation of on-demand Shindig sessions in Canvas. The company is offering each Canvas client institution 10 free Shindig sessions of up to 1,000 attendees.
***

First-time users: upon entering the room, click “Allow” to the Flash prompt requesting access to your webcam. (Chrome users may need to click Allow a second time).

Note: The Shindig app currently only supports interacting with the featured speakers through text. To fully enjoy the Shindig experience and be enabled to ask video chat questions of the speaker or video chat privately with other participants, please log in from a computer with webcam and microphone capabilities.

blended and online learning

How much Online Content in Blended Learning?

http://www.hotlunchtray.com/much-online-content-blended-learning/

In 2007 The Sloan Consortium ( presently the Online Learning Consortium) asserted that when 30-79% of class content is available online that is a blended learning class.

"content

entire report here: http://www.onlinelearningsurvey.com/reports/blending-in.pdf

Choice within Online Content

Another often referenced definer of Blended Learning is The Christensen Institute.  Student control of Time, Place, and Path are important in this definition.

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

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

Save

student evals online courses

Discussion on the EDUCAUSE Blended and Online Learning Group’s listserv

Question:

develop anonymous mid-course student evaluations allowing students to reflect on course and progress and informing instructor about what is working or not in the course.

Answers:

– what is working well for you in the course?
– what is not working well for you in the course?

krajewsk@AUGSBURG.EDU

++++++++++++++++++

  • What is helping you learn?
  • What is hindering your learning?
  • What suggestions do you have to make the course better for you, your peers, or the instructor?

Katie Linder Research Director Extended Campus, Oregon State University 4943 The Valley Library Corvallis, Oregon 97331  Phone 541-737-4629 | Fax 541-737-2734 Email: kathryn.linder@oregonstate.edu

++++++++++++++++

At the University of Illinois, we have been using Informal Early Feedback as a way to gauge information from our students to help improve the courses before the end.  Here are a couple of links to our site. The first is the main page on what IEF is and the second is the question bank we offer to faculty. This is a starting point for them, then we meet with those who want to work on tweaking them for their specific needs.

* About IEF: https://citl.illinois.edu/citl-101/measurement-evaluation/teaching-evaluation/ief

* Question Bank: https://citl.illinois.edu/citl-101/measurement-evaluation/teaching-evaluation/ief/ief-question-bank

If you have any questions at all, don’t hesitate to ask.

Sol Roberts-Lieb Associate Director, Center for Innovation in Teaching and Learning Pedagogy Strategy Team and Industry Liaison UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN

++++++++++++++++++
more on student evaluations in this IMS blog:
http://blog.stcloudstate.edu/ims?s=student+evaluation

research on blended learning

Discussion on the EDUCAUSE Blended and Online Learning Group’s listserv

Question:\

I head an instructional design unit and we’ve been noticing that instructors with no experience in online teaching seem to struggle to teach in a blended environment. They get easily confused about 1) how to decide what content is best suited for in class and what goes online and 2) they also have difficulty bridging the two modalities to create a seamless and rich learning environment.

Rema Nilakanta, Ph.D., Director of Design and Delivery   Engineering-LAS Online Learning 1328 Howe Hall 537 Bissell Rd  P      515-294-9259        F      515-294-6184        W     http://www.elo.iastate.edu 

Answers:

Oregon State University has a hybrid course design program that is a partnership between OSU’s Ecampus and our Center for Teaching and Learning. You can find quite a few resources here: http://ctl.oregonstate.edu/hybrid-learning

Shannon Riggs Director, Course Development and Training Oregon State University Ecampus 4943 Valley Library Corvallis, OR 97331-4504 541.737.2613

+++++++++++++++++

http://onlinelearningconsortium.org/consult/olc-quality-scorecard-blended-learning-programs/

Jennifer Mathes, Ph.D. Director of Strategic Partnerships Online Learning Consortium Office: (781) 583-7571 Mobile: (913) 226-4977 Email:  jennifer.mathes@onlinelearning-c.org Website:  http://www.onlinelearning-c.org Skype:     mathes.olc

+++++++++++++++

You might find my recent book The Blended Course Design Workbook: A Practical Guide to be a helpful resource. Each chapter has a literature review of the relevant research as well as activities to guide faculty through the various components of blended course design. You can read the first chapter on the fundamentals of blended teaching and learning at the publisher website. The book also has a companion website with additional resources here: http://www.bcdworkbook.com.

Katie Linder Research Director Extended Campus, Oregon State University 4943 The Valley Library Corvallis, Oregon 97331  Phone 541-737-4629 | Fax 541-737-2734 Email: kathryn.linder@oregonstate.edu Twitter: @ECResearchUnit & @RIA_podcast Check out the Research in Action podcast: ecampus.oregonstate.edu/podcast

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

video for social media

these tools useful for hybrid and online learning

By October 19, 2016

http://www.socialmediaexaminer.com/3-video-storytelling-tools-for-social-marketers/

Adobe Spark

Adobe Spark Video is an elegant, easy-to-use tool for creating animated videos that tell a story. It’s available as a browser-based cloud app or as an iOS app. You can get it as a single app or install the 3-in-1 tool to access the Spark Post and Spark Page companion apps too.

What’s great about Spark Video is that it’s quick. You can create a compelling animated video story in just minutes without any design experience, and work on your project from anywhere. As a cloud-based tool, your progress is saved and synced automatically, so you can work on it on mobile or desktop whenever creative inspiration strikes.

Animoto

Now let’s look at a tool that’s similar to Adobe Spark, but gives you more flexibility over your content. Animoto is an affordable, cloud-based tool that offers an assortment of choices and customizations to create a one-of-a-kind video to tell your brand’s story.

This tool gives you a little more control than Adobe Spark Video. You can start with a blank canvas (choosing your own colors, styles, and frames to more closely match your brand) or adapt one of the tool’s wide variety of templates.

YouTube Director

YouTube Director is a revolutionary tool to create video ads for business. Geared toward small local businesses, it’s a foolproof way to tell a compelling story in a short format.

As you follow the prompts, you’re guided to capture images, video, and voiceovers. Then you can post the video and run a video ad campaign on YouTube.

++++++++++++++++++++++++

more on video and social media in this IMS blog:

http://blog.stcloudstate.edu/ims?s=social+media+video

elearning infographics

elearning (scroll down for hybrid/blended learning)

seven steps to start

immersive learning environment

gamified elearning course

motivate elearners

essentials of elearning course

http://blog.commlabindia.com/elearning-design/elearning-development-aspects-to-consider-infographic

create engaging elearning course

elearning storyboard

instructional design elearning course

engagement elearning course

*********************************
blended learning

blended learning

6 Types of Blended Learning

+++++++++++++++++++++++++++++++++++
online learning

http://blog.teachable.com/the-ultimate-guide-to-launching-your-online-course

http://www.proprofs.com/blog/2013/04/awesome-infographic-best-practices-for-creating-an-online-course/

creating online course
+++++++++++++++++++++++++++++++++++

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

Save

Save

Save

Save

Save

Save

Save

Save

faculty and online teaching

Moving beyond smile sheets: A case study on the evaluation and iterative improvement of an online faculty development program

http://patricklowenthal.com/moving-beyond-smile-sheets-case-study-evaluation-iterative-improvement-online-faculty-development-program/

The eCampus Quality Instruction Program (eQIP) is an online faculty development program developed to train faculty in designing and teaching fully online courses.

What is the best way to design and develop high- quality online courses and support faculty as they teach online?

Given faculty’s competing priorities and limited time, we contend that it is important for institutions, and specifically faculty developers, to analyze how much time faculty are spending in online faculty development activities as well as which parts are taking the most (or least) time. (p. 5)

A successful online faculty development program must include pedagogical support, technology support, and design and development support (Baran & Correia, 2014) that overcome obstacles about time, expertise, and motivation of faculty (Henning, 2012).(p. 17)

+++++++++++++++++++++++++++++++++++++++++++++++++++

more on online learning in this IMS blog

http://blog.stcloudstate.edu/ims?s=online+learning

student engagement in online classes

per SCSU faculty request, please have compiled literature (books and peer-reviewed articles) on:

Here some names who are well regarded in the community of online learning as specialists in online discussions:

  1. Susan Ko
    https://mplus.mnpals.net/vufind/Record/007248228
  2. Palloff and Pratt:
    https://www.goodreads.com/author/show/159169.Keith_Pratt (not sure if you are a goodreads user, I am)
    https://mplus.mnpals.net/vufind/Record/007494813

the most recent peer-reviewed literature on keywords: “engag*” + “student*” + “online” = 13K+ titles for the period 2010-2016:

http://scsu.mn/1W6Y7wF

and about 20 articles from the link above with the general search:

Record: 1

A Digital Badging Dataset Focused on Performance, Engagement and Behavior-Related Variables from Observations in Web-Based University Courses By: McDaniel, Rudy; Fanfarelli, Joseph R.. British Journal of Educational Technology, v46 n5 p937-941 Sep 2015. (EJ1071635)

Database:

ERIC

Record: 2

A Student-Centered Guest Lecturing: A Constructivism Approach to Promote Student Engagement By: Li, Lei; Guo, Rong. Journal of Instructional Pedagogies, v15 Oct 2015. (EJ1060070)
Full Text from ERIC

Database:

ERIC

Record: 3

Creating Effective Student Engagement in Online Courses: What Do Students Find Engaging? By: Dixson, Marcia D.. Journal of the Scholarship of Teaching and Learning, v10 n2 p1-13 Jun 2010. (EJ890707)
Full Text from ERIC

Database:

ERIC

Record: 4

Effects From Student Engagement Online. ASHE Higher Education Report. Nov2014, Vol. 40 Issue 6, p67-73. 7p. DOI: 10.1002/aehe.20018.

Database:

EBSCO MegaFILE

Record: 5

Engaging Students in Online Courses By: Jacobs, Pearl. Research in Higher Education Journal, v26 Oct 2014. (EJ1055325)
Full Text from ERIC

Database:

ERIC

Record: 6

Engaging Students via Social Media: Is It Worth the Effort? By: Mostafa, Rania B.. Journal of Marketing Education, v37 n3 p144-159 Dec 2015. (EJ1080980)

Database:

ERIC

Record: 7

Engaging Students with Social Media By: Bal, Anjali S.; Grewal, Dhruv; Mills, Adam. Journal of Marketing Education, v37 n3 p190-203 Dec 2015. (EJ1081047)

Database:

ERIC

Record: 8

HOW TO BETTER ENGAGE ONLINE STUDENTS WITH ONLINE STRATEGIES. By: BRITT, DR. MARGARET. College Student Journal. Fall2015, Vol. 49 Issue 3, p399-404. 6p.

Database:

EBSCO MegaFILE

Record: 9

Instructor scaffolding for interaction and students’ academic engagement in online learning: Mediating role of perceived online class goal structures. By: Cho, Moon-Heum; Cho, YoonJung. Internet & Higher Education. Apr2014, Vol. 21, p25-30. 6p. DOI: 10.1016/j.iheduc.2013.10.008.

Database:

EBSCO MegaFILE

Record: 10

Measuring Student Engagement in an Online Program By: Bigatel, Paula; Williams, Vicki. Online Journal of Distance Learning Administration, v18 n2 Sum 2015. (EJ1065381)

Database:

ERIC

Record: 11

Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE) By: Dixson, Marcia D.. Online Learning, v19 n4 Sep 2015. (EJ1079585)
Full Text from ERIC

Database:

ERIC

Record: 12

On-Line Course Development: Engaging and Retaining Students By: Bruster, Benita G.. SRATE Journal, v24 n2 p1-7 Sum 2015. (EJ1083122)
Full Text from ERIC

Database:

ERIC

Record: 13

Promoting Online Students’ Engagement and Learning in Science and Sustainability Preservice Teacher Education By: Tomas, Louisa; Lasen, Michelle; Field, Ellen. Australian Journal of Teacher Education, v40 n11 Article 5 Nov 2015. (EJ1083370)
Full Text from ERIC

Database:

ERIC

Record: 14

Strengthening student engagement: what do students want in online courses? By: Chakraborty, Misha; Nafukho, Fredrick Muyia. European Journal of Training & Development. 2014, Vol. 38 Issue 9, p782-802. 21p. DOI: 10.1108/EJTD-11-2013-0123.

Database:

EBSCO MegaFILE

Record: 15

Student Engagement in Online Learning: What Works and Why. ASHE Higher Education Report. Nov2014, Vol. 40 Issue 6, p1-14. 14p. DOI: 10.1002/aehe.20018.

Database:

EBSCO MegaFILE

Record: 16

Student Perceptions of Twitters’ Effectiveness for Assessment in a Large Enrollment Online Course By: Rohr, Linda; Costello, Jane. Online Learning, v19 n4 Sep 2015. (EJ1079590)
Full Text from ERIC

Database:

ERIC

Record: 17

Techniques for Student Engagement Online. ASHE Higher Education Report. Nov2014, Vol. 40 Issue 6, p37-66. 30p. DOI: 10.1002/aehe.20018.

Database:

EBSCO MegaFILE

Record: 18

The civic-social media disconnect: exploring perceptions of social media for engagement in the daily life of college students. By: Mihailidis, Paul. Information, Communication & Society. Oct2014, Vol. 17 Issue 9, p1059-1071. 13p. DOI: 10.1080/1369118X.2013.877054.

Database:

EBSCO MegaFILE

Record: 19

The Online University Classroom: One Perspective for Effective Student Engagement and Teaching in an Online Environment By: Carr, Marsha. Journal of Effective Teaching, v14 n1 p99-110 2014. (EJ1060450)
Full Text from ERIC

Database:

ERIC

Record: 20

The Perils of a Lack of Student Engagement: Reflections of a “Lonely, Brave, and Rather Exposed” Online Instructor By: Stott, Philip. British Journal of Educational Technology, v47 n1 p51-64 Jan 2016. (EJ1086712)

Database:

ERIC

Record: 21

The VIRI (Virtual, Interactive, Real-Time, Instructor-Led) Classroom: The Impact of Blended Synchronous Online Courses on Student Performance, Engagement, and Satisfaction By: Francescucci, Anthony; Foster, Mary. Canadian Journal of Higher Education, v43 n3 p78-91 2013. (EJ1018277)
Full Text from ERIC

Database:

ERIC

======================================================

More on “Classroom Discussion and Students Participation” in this IMS blog entry:
http://blog.stcloudstate.edu/ims/2016/01/29/classroom-discussion-and-students-participation/

1 2