Searching for "online learning"

13
Aug
2018

gamification in online learning

categories: Digital literacy, distributive learning, e-learning, educational technology, gamification, hybrid learning, mobile learning

34 TOP TIPS FOR USING GAMIFICATION IN ONLINE LEARNING

34 Top Tips for using Gamification in Online Learning

1. KNOW WHAT YOUR GOAL IS

2. DESIGN YOUR GAME MECHANICS TO DRIVE POSITIVE BEHAVIOURAL CHANGES

3. CREATE A BUZZ AROUND THE LAUNCH

4. WELCOME WITH A BADGE

5. KEEP IT FUN

6. KEEP IT SIMPLE

7. LET LEARNERS CREATE AVATARS

8. MAKE PROGRESS OBVIOUS

9. MAKE ALERTS OBVIOUS

10. USE LEVELS TO DEFINE A LEARNING JOURNEY

11. START WITH EASIER, SHORTER LEVELS

12. MAKE IT CLEAR WHAT NEEDS TO BE DONE TO PROGRESS

13. WEIGHT YOUR POINTS ACCORDINGLY

14. GIVE MORE REWARDS TO USERS WHO ARE LESS ACTIVE

15. USE INTRINSIC REWARDS TO SPARK BEHAVIOURAL CHANGE

16. LET LEARNERS EXCHANGE POINTS FOR PRIZES

17. USE EXTRINSIC REWARDS SPARINGLY

18. LET THE LEARNER BECOME AN EXPERT

19. TIE LEARNER GOALS TO LARGER COMPANY GOALS

20. CREATE AN AREA FOR COMMUNITY

21. CREATE DISCUSSION GROUPS

22. INTEGRATE WITH SOCIAL MEDIA

23. MAKE SURE IT LOOKS GOOD

24. MAKE SURE IT’S ON BRAND

25. CATER FOR EVERY TYPE OF GAMER

26. TEST!

27. ANALYSE

28. ASK FOR FEEDBACK

29. KEEP CONTENT FRESH & REGULAR

30. YOU CAN NEVER HAVE ENOUGH BADGES!

31. GROUP BADGES IN SETS

32. USE LIMITED EDITION BADGES

33. GENERATE ENVY

34. ENCOURAGE COMPETITION

a tour of the Academy LMS, the world’s #1 gamified learning management system

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

27
Apr
2018

social presence in online learning

categories: announcement, distance learning, distributive learning, hybrid learning, mobile learning, online learning
We invite you to an upcoming session in the 2017-18 CIDER Sessions series on Wednesday, May 2, 2018. This free, online session will feature David Mykota from the University of Saskatchewan.
 Title: Social Presence in Online Learning: A Scoping Study
This presentation reports the findings of a scoping review of the construct social presence. The methodology follows the design for scoping reviews as advocated by Arksey and O’Malley (2005).

A scoping study is desirable because by synthesizing the research literature the opportunity to identify practical guidelines for the development of social presence is facilitated. A two-stage screening process resulted in 105 studies identified for inclusion with data extracted using a standardized form. A descriptive numerical analysis and qualitative content analysis for those studies included was undertaken. Results from the manuscripts, screened for inclusion and synthesized from the data extracted in the scoping review, provide strategies for the structuring of social presence; the potential benefits of effective affective communication in an online environ; and an overview of the evolution of the construct social presence. Future research that links both the theoretical and empirical frameworks that validate social presence across a variety of online and e-learning environs is recommended so that best practices for excellence in higher education can continue to be made possible.

When: Wednesday, May 2, 2018 – 11am to 12noon Mountain Time (Canada)

Where: Online through Adobe Connect at:
https://athabascau.adobeconnect.com/cider

Registration is not required; all are welcome. CIDER Sessions are recorded and archived for later viewing through the CIDER website. For more information on CIDER and our Sessions, please visit us at:
http://cider.athabascau.ca

Pre-configuration:
Please note that it is important to set up your system prior to the event. Make sure your Mac or PC is equipped with a microphone and speakers, so that you can use the audio functionality built into the conferencing software. The Adobe Connect platform may require an update to your Flash Player; allow time for this update by joining the session 10 minutes prior to the scheduled presentation.

*********************

CIDER sessions are brought to you by the International Review of Research in Open and Distributed Learning (IRRODL) and the Centre for Distance Education, Athabasca University: Canada’s Open University and leader in professional online education. The Sessions and their recordings are open and available to all, licensed under a Creative Commons Attribution 4.0 International License.

Our mailing address is:

Athabasca University

International Review of Research in Open and Distributed Learning (IRRODL)
1200, 10011 – 109 Street

Edmonton, AB T5J 3S8

Canada

Add us to your address book

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more on distance ed theories in this IMS blog:
https://blog.stcloudstate.edu/ims/2018/04/26/distance-education-theories/

19
Mar
2018

definitions online learning

categories: distance learning, distributive learning, e-learning, hybrid learning

Online learning here is used as a blanket term for all related terms:

  • HyFlex courses – hybrid + flexible
    “hybrid synchronous” or “blended synchronous” courses

    • Definition:
      The HyFlex model gives students the choice to attend class in person or via synchronous remote stream and to make that choice on a daily basis. In other words, unlike online and hybrid models which typically have a fixed course structure for the entire semester, the HyFlex model does not require students to make a choice at the beginning of term and then stick with it whether their choice works for them or not; rather students are able to make different choices each day depending on what works best for them on that day (hence the format is “flexible”) (Miller and Baham, 2018, to be published in the Proceedings of the 10th International Conference on Teaching Statistics).
    • Definition from Horizon Report, HIgher Ed edition, 2014. p. 10 integration of Online Hybrid and Collaborative Learning
    • Definition from U of Arizona (https://journals.uair.arizona.edu/index.php/itet/article/view/16464/16485)
      Beatty (2010) defines HyFlex courses to be those that “enable a flexible participation policy for students whereby students may choose to attend face-to-face synchronous class sessions or complete course learning activities online without physically attending class”
  • Online courses
    • Definition
      Goette, W. F., Delello, J. A., Schmitt, A. L., Sullivan, J. R., & Rangel, A. (2017). Comparing Delivery Approaches to Teaching Abnormal Psychology: Investigating Student Perceptions and Learning Outcomes. Psychology Learning and Teaching, 16(3), 336–352. https://doi.org/10.1177/1475725717716624
      p.2.Online classes are a form of distance learning available completely over the Internet with no F2F interaction between an instructor and students (Helms, 2014).
    • https://www.oswego.edu/human-resources/section-6-instructional-policies-and-procedures
      An online class is a class that is offered 100% through the Internet. Asynchronous courses require no time in a classroom. All assignments, exams, and communication are delivered using a learning management system (LMS). At Oswego, the campus is transitioning from ANGEL  to Blackboard, which will be completed by the Fall 2015 semester.  Fully online courses may also be synchronous. Synchronous online courses require student participation at a specified time using audio/visual software such as Blackboard Collaborate along with the LMS.
    • Web-enhanced courses

Web enhanced learning occurs in a traditional face-to-face (f2f) course when the instructor incorporates web resources into the design and delivery of the course to support student learning. The key difference between Web Enhanced Learning versus other forms of e-learning (online or hybrid courses) is that the internet is used to supplement and support the instruction occurring in the classroom rather than replace it.  Web Enhanced Learning may include activities such as: accessing course materials, submitting assignments, participating in discussions, taking quizzes and exams, and/or accessing grades and feedback.”

  • Blended/Hybrid Learning
    • Definition

Goette, W. F., Delello, J. A., Schmitt, A. L., Sullivan, J. R., & Rangel, A. (2017). Comparing Delivery Approaches to Teaching Abnormal Psychology: Investigating Student Perceptions and Learning Outcomes. Psychology Learning and Teaching, 16(3), 336–352. https://doi.org/10.1177/1475725717716624
p.3.

Helms (2014) described blended education as incorporating both online and F2F character- istics into a single course. This definition captures an important confound to comparing course administration formats because otherwise traditional F2F courses may also incorp- orate aspects of online curriculum. Blended learning may thus encompass F2F classes in which any course content is available online (e.g., recorded lectures or PowerPoints) as well as more traditionally blended courses. Helms recommended the use of ‘‘blended’’ over ‘‘hybrid’’ because these courses combine different but complementary approaches rather than layer opposing methods and formats.

Blended learning can merge the relative strengths of F2F and online education within a flexible course delivery format. As such, this delivery form has a similar potential of online courses to reduce the cost of administration (Bowen et al., 2014) while addressing concerns of quality and achievement gaps that may come from online education. Advantages of blended courses include: convenience and efficiency for the student; promotion of active learning; more effective use of classroom space; and increased class time to spend on higher- level learning activities such as cooperative learning, working with case studies, and discuss- ing big picture concepts and ideas (Ahmed, 2010; Al-Qahtani & Higgins, 2013; Lewis & Harrison, 2012).

Although many definitions of hybrid and blended learning exist, there is a convergence upon three key points: (1) Web-based learning activities are introduced to complement face-to-face work; (2) “seat time” is reduced, though not eliminated altogether; (3) the Web-based and face-to-face components of the course are designed to interact pedagogically to take advantage of the best features of each.
The amount of in class time varies in hybrids from school to school. Some require more than 50% must be in class, others say more than 50% must be online. Others indicate that 20% – 80% must be in class (or online). There is consensus that generally the time is split 50-50, but it depends on the best pedagogy for what the instructor wants to achieve.

Backchannel and CRS (or Audience Response Systems):
https://journals.uair.arizona.

More information:

Blended Synchronous Learning project (http://blendsync.org/)

https://journals.uair.arizona.edu/index.php/itet/article/view/16464/16485

https://www.binghamton.edu/academics/provost/faculty-staff-handbook/handbook-vii.html

VII.A.3. Distance Learning Courses
Distance learning courses are indicated in the schedule of classes on BU Brain with an Instructional Method of Online Asynchronous (OA), Online Synchronous (OS), Online Combined (OC), or Online Hybrid (OH). Online Asynchronous courses are those in which the instruction is recorded/stored and then accessed by the students at another time. Online Synchronous courses are those in which students are at locations remote from the instructor and viewing the instruction as it occurs. Online Combined courses are those in which there is a combination of asynchronous and synchronous instruction that occurs over the length of the course. Online Hybrid courses are those in which there is both in-person and online (asynchronous and/or synchronous) instruction that occurs over the length of the course.
18
Oct
2017

online learning attitudes

categories: Digital literacy, distance learning, e-learning, educational technology, information technology, instructional technology, mobile learning, student-centered learning, technology literacy

online learning attitudes

Students match their preference for hybrid learning with a belief that it is the most effective learning environment for them.

Despite the fact that faculty prefer teaching in a hybrid environment, they remain skeptical of online learning. Nearly half do not agree online 45% learning is effective.

https://library.educause.edu/~/media/files/library/2017/9/studentst2017infog.pdf

 

Students asked what technologies they wish their instructors used more, and we asked faculty what technologies they think could make them more effective instructors. Both agree that content and resource-focused technologies should be incorporated more and social media and tablets should be incorporated less.

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more on the use (or not) of ed technology in the classroom in this IMS blog
https://blog.stcloudstate.edu/ims/2017/04/03/use-of-laptops-in-the-classroom/

01
Aug
2017

proctoring online learning

categories: digital identity, distance learning, distributive learning, e-learning, educational technology, hybrid learning, instructional technology, mobile learning, technology literacy

Nobody’s Watching: Proctoring in Online Learning

There is no single best way to handle proctoring for digital courses, as this community college system pilot discovered.

By Dian Schaffhauser  07/26/17

https://campustechnology.com/articles/2017/07/26/nobodys-watching-proctoring-in-online-learning.aspx

The Higher Education Opportunity Act of 2008 lays out the rule: An institution offering “distance education” needs to have processes in place for verifying student identity to ensure that the student who registers for a class is the “same student who participates in and completes the program and receives the academic credit.”

OLC (Online Learning Consortium) Innovate conference and shared the solution: a combination of the use of an automated proctoring application and the creation of a network of colleges across the state that would provide no-cost proctoring on their campuses for students attending any of the member schools.

put together an online proctoring working group with “lots of faculty representation,” said Hadsell, which “paid off in the long run.” Other participants included people from testing centers and learning centers. Proctorio, the proctoring solution eventually recommended by the working group, is a web service that can be deployed through Canvas and installed by students with one click

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more on proctoring in this IMS blog
https://blog.stcloudstate.edu/ims?s=proctor

12
Jul
2017

apps online learning

categories: Digital literacy, distance learning, distributive learning, e-learning, educational technology, instructional technology, mobile learning, online learning, technology literacy

20 essential apps to include in online courses

By Meris Stansbury June 9th, 2017

Online learning apps are broken down into specific categories to maximize production and streamline online communication..

20 essential apps to include in online courses

From attending class to talking with peers and professors, and from going to the local bookstore to having everything on a laptop in a dorm room, students on campus typically have a more “organic” learning experience than an online student who may not know how to best access these features of a higher education in an entirely mobile setting.

The essentials for getting started

Computer terms (Android) (Apple): Online learning means you’ll need to know basic computer technology terms. Both apps are free and break down terms ranging from words like “cache” to “hex code,” all in layman’s language.

Mint (Android) (Apple): Online learning students are usually financially savvy, looking for less expensive alternatives to traditional four-year tuition. This app allows students to keep careful track of personal finances and spending.

Study Tracker (Android) (Apple): These paid apps help track the time spent on courses, tasks and projects to help online students better manage their time and be able to visualize unique study patterns with the aim of ultimately improving efficiency.

Wi-Fi Finder (Android) (Apple): It’s a no-brainer: If you’re learning online and on-the-go, you’ll probably need to find a connection!

To access actual courses (LMS)

Blackboard Mobile (Android) (Apple): Access all courses that are integrated with Blackboard’s LMS.

Canvas (Android) (Apple). Access all courses integrated with Canvas by Instructure.

Moodle (Android) (Apple): Access all courses integrated with this open-source learning platform.

My note: No D2L in this list, folks; choose carefully in 2018, when MnSCU renews its D2L license

For access to files and remote annotation

Documents to Go (Android) (Apple): Students can access the full Microsoft Office suite, as well as edit and create new files without requiring a cloud app for syncing.

Dropbox (Android) (Apple): This app allows students to access any-size files from their computer anytime, anywhere. My Note: Google Drive, SCSU File space as alternatives.

iAnnotate (Android) (Apple): Read, edit and share PDFs, DOCs, PPTs, and image files.

Instapaper (Android) (Apple): Recall websites for research purposes; strip away clutter for an optimized view of content; and read anywhere, since no internet connection is needed.

Marvin (Apple): A completely customizable eBook reader that includes DRM-free books, customizable formats, layouts, and reading gestures, as well as highlighting and annotations tools. Considered one of the best replacements for the Stanza app, which is now discontinued.

Pocket (Android): An app that allows students to save websites, blog posts, videos, and other online resources to access at a later time. It also saves the information to the device, meaning no internet connection is needed.

Wolfram Alpha (Android) (Apple): Considered the scholar’s version of Google, this app is a search engine that reveals precise information for natural-language searches. For example, if you ask “What is the graduation rate for Harvard?” the engine will bring up exact numbers with citations and suggestions for similar queries.

For online communication with peers and profs

Dragon Dictation (Android) (Apple): Create text messages, social media posts, blog posts and more by using your voice (speech-to-text). According to the company, Dragon Dictation is up to five times faster than typing on the keyboard.

Evernote (Android) (Apple): Whenever you look at a list of education apps, Evernote is usually listed. This app allows students to scribble notes, capture text, send notes to computers and other users, and much more for ultimate multi-media communication.

Hangouts (Android) (Apple): Google’s social network shines for its own online video chat solution, which lets teachers, students and third-party experts easily videoconference in groups—it’s even been used to broadcast presenters live to packed auditoriums. My note: desktopsharing is THE most important part. Alternatives: SCSU subscription for Adobe Connect. Skype also has desktopsharing capabilities

Quora (Android) (Apple): Ask questions to experts including astronauts, police officers, lawyers, and much more to receive industry-insider responses.

Smartsheet (Android) (Apple): An app that allows students to create task lists and assign deadlines to share with remote group/team members.

Tom’s planner (Web): A Gantt chart-based, online planning tool that uses color-coded charts to reveal work completed and many more features for project management.

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

29
Jun
2017

online learning predictions

categories: distance learning, distributive learning, e-learning, hybrid learning, mobile learning, online learning

Stunning market data predicts the future of online learning

Cloud services, compatible LMS will be critical to online learning classes and courses.
By Meris Stansbury June 26th, 2017

https://www.ecampusnews.com/featured/featured-on-ecampus-news/market-future-online-learning/

Digital Learning Compass: Distance Education Enrollment Report 2017,” find that thirty percent of all students in higher education are now taking at least one online course. Those online learners are split almost evenly between students who are exclusively online (14 percent) and those who take some courses in person (16 percent). [Read the full story here “6 million students? Must-know facts about online enrollment.”]

e “6 million students? Must-know facts about online enrollment.”]

  • The numbers reveal a year-to-year online enrollment increase of 226,375 distance education students–a 3.9 percent increase, up over rates recorded the previous two years. More than 6 million students are now online learners, according to the report.
  • More than one in four students (29.7 percent) now take at least one distance education course (a total of 6,022,105 students).
  • Graduate students are twice as likely to take all of their courses online (26 percent) as undergraduate students (12 percent).
  • The number of students studying on a campus has dropped by almost 1 million (931,317) between 2012 and 2015.
  • The majority of “exclusively distance” students live in the same state as their institution (55 percent), while 42 percent are studying online at an out-of-state institution.
  • Public institutions educate the largest proportion of online students (67.8 percent), though more online learners in private institutions attend nonprofit schools than for-profits, according to the data.

And according to LMS provider Docebo, the 2016 world-wide revenue for self-paced online learning products and services (in US$ millions) exceeded $23 million in North America, beating out Europe and even Asia by a large margin.

Going corporate: According to the latest market study by Technavio, the size of the global corporate online learning market is predicted to reach an approximate amount of USD 31 billion in revenue by the end of 2020.

An important component: Within online learning, the LMS market is expected to grow at an incredible rate—a CAGR of 24 percent by 2020.

The biggest growth: Within online learning, the cloud is also growing at a tremendous rate. IT spending is steadily shifting from traditional IT offerings to cloud services, and the aggregate amount of cloud is expected to go from $111 billion in 2016 to $216 billion in 2020.

learning online

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

22
Mar
2017

online learning report

categories: distance learning, distributive learning, e-learning, hybrid learning, mobile learning, online learning

GoConqr Online Learning Report

https://info.goconqr.com/files/2017/02/2017-GoConqr-Online-Learning-Report.pdf

2017-GoConqr-Online-Learning-Report-2017

http://www.ecampusnews.com/online-learning/students-online-learning-trends/

Some of the most outstanding findings we found in this report are:

• Despite the prevalence of social networking, online study tends to be a solitary activity: 79% of people choose not to study collaboratively when they are online.

• Students are using online platforms as an additional source to help with difficult subjects Students from non-native English speaking countries are more likely to use online tools for language learning than native English speakers are.

• Learning is lower down the list of priorities for users of mobile devices. Using mobile devices for education is quite low compared to other activities

• There is a strong trend towards visually engaging material , an area in which the offline world simply cannot compete with the online one

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

01
Mar
2017

students evals online learning

categories: distance learning, distributive learning, e-learning

The Online Discussion group for Blended and Online Learning leads an interesting discussion on course evaluations; here are the highlights:

Perceptions-of-Online-Learning–Analysis-of-Online-Course-Evaluations-tbz6om

When we first started in 1999, we included ~10 questions in addition to our standard  questions that were different for online courses.  This information was particularly useful as we grew our online offerings (i.e. Would you take another online course.  93-5% answered yes consistently. How would you rate the level of interactivity between you and the instructor?  Between you and the other students?)  These were administered via SurveyMonkey because there were no online evaluation services back then.

Now we have a single evaluation that is administered to all students regardless of the delivery format (online, hybrid, blended, F2F or intensive)  The questions were designed to be relevant regardless of the delivery format.  All of these evaluations are administered online…which has its downsides (e.g. response rate is less especially compared to what was captured in F2F classes in the past.)   We continue to explore ways to increase the response rate.

Reta Chaffee Director of Educational Technology-Academic Affairs Granite State College 25  Hall Street Concord, NH 03301 (603) 513-1350

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On Behalf Of Krajewski, Scott
Sent: Friday, February 17, 2017 1:00 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Course Evaluations

Hi Hala, We have a standard online evaluation form for all courses.  We do add 3 questions to the sports courses but otherwise we’re 100% standardized.  We have a ton of info at

http://inside.augsburg.edu/ctl/resources/augsburg-resources-and-support/course-evaluations/

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You might find this study (or the related literature) helpful — http://patricklowenthal.com/publications/Student-Perceptions-of-Online-Learning–Analysis-of-Online-Course-Evaluations.pdf

Patrick Patrick R. Lowenthal | Associate Professor Educational Technology, Boise State  University   http://www.patricklowenthal.com

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On Behalf Of Rob Gibson
Sent: Friday, February 17, 2017 8:39 AM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Course Evaluations

 

We use the IDEA evaluation framework combined with CampusLabs as the delivery engine.

  • IDEA is a well-established evaluation process dating back to the 1970s.
  • The CampusLabs delivery process (new as of about 2 years ago) provides students with a single URL to complete their evaluations – on-campus or on-line. Mobile friendly.
  • It uses the same base evaluation criteria across the university. (That’s how IDEA is able to substantiate reliability and validity.) IDEA is matched against a national database using a CIP code. Hence, faculty can gather comparative data of their course against other similar courses in the university, or at the national level.
  • While each department uses the same basic framework, there are modification that can be made. For example, custom questions can be added to the eval (these fall outside the scope of the comparative data) and the learning objectives can be modified by course, department, school, college. We have one School that has custom learning objectives for each course in their program. Objectives are set using a 3 point Likert scale.

Very easy to set up a survey administration. Data is retrievable within 48 hours after close.
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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+education

06
Feb
2017

synchronous online learning

categories: announcement, Desire2Learn (D2L), Digital literacy, distance learning, distributive learning, e-learning, educational technology, hybrid learning, information technology, instructional technology

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 Angilletta, Professor & 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.

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