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UPCEA 2019 online education

UPCEA is the leading association for professional, continuing, and online education.

http://conferences.upcea.edu/annual2019/schedule.html

Challenges and Issues: A Conversation Regarding Micro-Credentials
Level: Foundational
Location: Cedar
Alternative Credentials are important to the future of understanding cradle-to-career opportunities in Professional Education. Institutions interested in considering the use of micro-credentialing face many challenges and issues. This session will be presented from the perspective of panelists who are dealing with the issues and challenges of alternative credentials. The panelists will suggest pathways for institutions to consider as they work toward cradle-to-career opportunities.

  • Janet Staker Woemer, University of Wisconsin
  • Linda Kingston, Winona State University
  • Patricia Cook, University of Arizona
  • Asim Ali, Auburn University
  • Jacqui Williams, University of Melbourne

Moderator: Ray Schroeder, University of Illinois Springfield

Advancing Online Education in Minnesota State

Advancing Online Education in Minnesota State

Advancing Online Education – Full Report-1s94jfi

Defining Online Education
The term “online education” has been used as a blanket phrase for a number of fundamentally different  educational models. Phrases like distance education, e-Learning, massively open online courses (MOOCs),  hybrid/blended learning, immersive learning, personalized and/or adaptive learning, master courses,  computer based instruction/tutorials, digital literacy and even competency based learning have all colored the  definitions the public uses to define “online education.”

online education” as having the following characteristics:

  • Students who enroll in online courses or programs may reside near or far from the campus(es) providing the course(s) or program.
  • A student’s course load may include offering where attendance is required in person or where an instructor/students are not required to be in the same geographic location.
  • Students may enroll in one or more individual online course offerings provided by one or more institutions to that may or may not satisfy degree/program requirements.
  • Student may pursue a certificate, program, or degree where a substantial number of courses, perhaps all, are taken without being in the same geographic location as others.

Organizational Effectiveness Research Group (OERG),

As the workgroup considered strategies that could advance online education, they were asked to use the primary and secondary sources listed above to support the fifteen (15) strategies that were developed

define a goal as a broad aspirational outcome that we strive to attain. Four goal areas guide this document. These goal areas include access, quality, affordability and collaboration. Below is a description of each goal area and the assumptions made for Minnesota State.

  1. Access
    Over twenty percent of existing Minnesota State students enroll in online courses as a way to satisfy course requirements. For some students, online education is a convenient option; for others, online is the only option available
  2. Quality
    The Higher Learning Commission (HLC) accreditation guidelines review the standards and processes institutions have in place to ensure quality in all of educational offerings, including online.
    There are a number of ways in which institutions have demonstrated quality in individual courses and programs including the evaluation of course design, evaluation of instruction and assessment of student
  3. Affordability
    a differential tuition rate to courses that are offered online. If we intend to have online education continue to be an affordable solution for students, Minnesota State and its institutions must be good stewards of these funds and ensure these funds support online education.
    Online education requires different or additional services that need to be funded
    transparency is important in tuition setting
  4. Collaboration
    Distance Minnesota is comprised of four institutions Alexandria Technical & Community College, Bemidji State University, Northland Community & Technical College, and Northwest Technical College) which collaborate to offer student support services, outreach, e-advising, faculty support, and administrative assistance for online education offerings.

 Strategies

strategies are defined as the overall plan used to identify how we can achieve each goal area.

Action Steps

Strategy 1: Ensure all student have online access to high quality support services

students enrolled in online education experiences should have access to “three areas of support including academic (such as tutoring, advising, and library); administrative (such as financial aid, and disability support); and technical (such as hardware reliability and uptime, and help desk).”
As a system, students have access to a handful of statewide services, include tutoring services through Smarthinking and test proctoring sites.

Strategy 2: Establish and maintain measures to assess and support student readiness for online education

A persistent issue for campuses has been to ensure that students who enroll in online course are aware of the expectations required to participate actively in an online course.

In addition to adhering to course expectations, students must have the technical competencies needed to perform the tasks required for online courses

Strategy 3: Ensure students have access to online and blended learning experiences in course and program offerings.

Strategy 4: These experiences should support and recognize diverse learning needs by applying a universal design for learning framework.

The OERG report included several references to efforts made by campuses related to the providing support and resources for universal design for learning, the workgroup did not offer any action steps.

Strategy 5: Expand access to professional development resources and services for faculty members

As online course are developed and while faculty members teach online courses, it is critical that faculty members have on-demand access to resources like technical support and course assistance.

5A. Statewide Faculty Support Services – Minnesota State provide its institutions and their faculty members with access to a centralized support center during extended hours with staff that can assist faculty members synchronously via phone, chat, text/SMS, or web conference

5C. Instructional Design and Technology Services – Establish a unit that will provide course design and instructional technology services to selected programs and courses from Minnesota State institutions.

Quality

Strategy 1: Establish and maintain a statewide approach for professional development for online education.

1B. Faculty Mentoring – Provide and sustain faculty mentoring programs that promote effective online pedagogy.

1C. Professional development for support staff – including instructional designers, D2L Brightspace site administrators and campus trainers, etc.)

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

Quality Matters and Hybrid and Online Education: Discussion

If you missed our discussion today on Quality Matters and Hybrid and Online Education, here is a short outline of the topics covered:

  • QM – how can we go through the process
    The Center for Continuing Studies  is going through QM headq/rs, but MnSCU has also its own review process.
  • how does the library fit in Hybrid and Online Education
  • compensation for faculty to prepare and lead Hybrid and Online Education

Please login your ideas, suggestions, and comments!…

Follow us on Twitter: @scsutechinstruc #techworkshop

digital transformation online professional education

<h3 “>Sharpen the digital transformation 
strategy for your business.

Enroll today in Digital Transformation: From AI and IoT to Cloud, Blockchain, and Cybersecurity

https://professionalonline1.mit.edu/digital-transformation/index.php

PROGRAM FEES $2,300 STARTS ON November 28, 20182 months, online
6-8 hours per week

A Digital Revolution Is Underway.

In a rapidly expanding digital marketplace, legacy companies without a clear digital transformation strategy are being left behind. How can we stay on top of rapid—and sometimes radical—change? How can we position our organizations to take advantage of new technologies? How can we track and combat the security threats facing all of us as we are swept forward into the future?

Who is this Program for?

  • Professionals in traditional companies poised to implement strategic change, as well as entrepreneurs seeking to harness the opportunities afforded by new technologies, will learn the fundamentals of digital transformation and secure the necessary tools to navigate their enterprise to a digital platform.
  • Participants come from a wide range of industries and include C-suite executives, business consultants, corporate attorneys, risk officers, marketing, R&D, and innovation enablers.

<h3 “>Your Learning Journey

This online program takes you through the fundamentals of digital technologies transforming our world today. Led by MIT faculty at the forefront of data science, participants will learn the history and application of transformative technologies such as blockchain, artificial intelligence, cloud computing, IoT, and cybersecurity as well as the implications of employing—or ignoring—digitalization.

Brochure_MIT_PE_DigitalTransformation_17_Oct_18_V20-1w4qpjv

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legal issues with diplomas from online/distance education

CORNELIUS, L. M., & CAVANAUGH, T. W. (2013). Distance Learning, Distant Courtrooms. Chronicle Of Higher Education60(12), A30.

http://login.libproxy.stcloudstate.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=aph&AN=92043236

http://chronicle.com.libproxy.stcloudstate.edu/article/Distance-Learning-Distant/143097/

We are in the early stages of distance-­specific litigation, and most rulings, thus far, have been made at the level of basic trial courts. We await precedents from more senior courts, the possibility of Congressional action, interstate compacts, and other unseen developments for more guidance. At the same time, however, it has also become clear that the new frontier of distance learning is also entering the sphere of courts and lawyers. It is not too early for distance programs and their institutions to take note. – See more at: http://chronicle.com.libproxy.stcloudstate.edu/article/Distance-Learning-Distant/143097/#sthash.xGXwBG1D.dpuf

 

 

MOOCOW (Massive Open Online Course Or Whatever) to explore John Sener’s book “ The Seven Futures of American Education: Improving Learning & Teaching in a Screen-Captured World.

announcement for conference http://tltgroup.roundtablelive.org/ViewEvent.ashx?eventId=677435

FridayLive!

First Session of MOOCOW

May 17, 2013  2:00-3:00 pm ET – free to all.                 Presenter; John Sener

This MOOCOW (Massive Open Online Course Or Whatever) to explore John Sener’s book “ The Seven Futures of American Education: Improving Learning & Teaching in a Screen-Captured World.”

NOTE:  Login instructions for the session will be sent in the Registration Confirmation Email. Please check your Junk folder as sometimes these emails get trapped there. We will also send an additional login reminder 24 hours prior to the start of the event.

online ed enrollment

Digital Learning Compass: The Distance Education Enrollment Report 2017

https://onlinelearningconsortium.org/read/digital-learning-compass-distance-education-enrollment-report-2017

In higher education, 29.7% of all students are taking at least one distance course.
The total distance enrollments are composed of 14.3% of students (2,902,756)
taking exclusively distance courses and 15.4% (3,119,349) who are taking a
combination of distance and non-distance courses. The vast majority (4,999,112,
or 83.0%) of distance students are studying at the undergraduate level.

Almost half of the distance education students are concentrated in just five percent of the institutions, while the top 47 institutions, only 1.0% of the total, enroll 23.0% (1,385,307) of all distance students.

The total number of students studying on campus (those not taking any distance course or taking a combination of distance and non-distance courses) dropped by almost one million (931,317) between 2012 and 2015. The largest declines came at for-profit institutions, which saw a 31.4% drop, followed by 2-year public institutions, which saw a 10.4% decrease.

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2019 Online Education Trends Report

https://www.bestcolleges.com/perspectives/annual-trends-in-online-education/

69% of online students identified employment as their primary goal for entering a program. 17% are grad students.
Seventy percent of administrators said they launch new programs with enrollment growth in mind, while meeting marketing and recruitment goals was their top concern.

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2018 Student Guide to Online Education

https://www.bestcolleges.com/perspectives/annual-student-guide-to-online-education/

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2017 Online Education Trends Report

2017 Online Education Trends Report

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Inside Higher Ed’s Survey of Faculty Attitudes on Technology

https://www.insidehighered.com/news/survey/survey-faculty-attitudes-technology

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

students belonging to online community

Faculty searching for survey[s] reflecting students’ feelings about the level of belonging to online community.

https://www.edweek.org/ew/articles/2017/06/21/belonging-at-school-starts-with-teachers.html

http://jolt.merlot.org/vol7no2/young_0611.pdf

Drouin, M., & Vartanian, L. (2010). Students’ feelings of and desire for sense of community in face-to-face and online courses.(Survey). Quarterly Review of Distance Education11(3).

https://mnpals-scs.primo.exlibrisgroup.com/discovery/fulldisplay?docid=gale_ofa284222166&context=PC&vid=01MNPALS_SCS:SCS&search_scope=MyInst_and_CI&tab=Everything&lang=en

Keengwe, J., & Wilsey, B. (2012). Online graduate students’ perceptions of face-to-face classroom instruction.(Report). International Journal of Information and Communication Technology Education8(3), 45–54. https://doi.org/10.4018/jicte.2012070106

https://mnpals-scs.primo.exlibrisgroup.com/discovery/fulldisplay?docid=gale_ofa294896344&context=PC&vid=01MNPALS_SCS:SCS&search_scope=MyInst_and_CI&tab=Everything&lang=en

Singh, A., & Srivastava, S. (2014). Development and Validation of Student Engagement Scale in the Indian Context. Global Business Review15(3), 505–515. https://doi.org/10.1177/0972150914535137

https://mnpals-scs.primo.exlibrisgroup.com/discovery/fulldisplay?docid=sage_s10_1177_0972150914535137&context=PC&vid=01MNPALS_SCS:SCS&search_scope=MyInst_and_CI&tab=Everything&lang=en

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