Searching for "online students"
Why online HE should be about learning, not teaching
https://www.universityworldnews.com/post.php?story=20210126142422302
The gate is now wide open
Teachers used to be the gatekeepers to information, to knowledge. The successive inventions of writing and reading, print, the library, and then the World Wide Web, mean that we teachers are no longer the gatekeepers.
Schools, universities and teachers to some extent remain the gatekeepers to knowledge, the definers of what comprises valid knowledge. We do this, of course, through holding the ultimate educational power – the power to assess.
But it is not clear how long we teachers will, or should, hold this power. Increasingly, students, and employers, nations, cultures, many groups in our societies, rightly want a say in defining what is valid knowledge, a valid curriculum.
Knowledge isn’t enough
Each year, vast amounts of new knowledge are produced. Also, each year, vast amounts of current knowledge become wrong, or redundant, or both. Knowledge dies. In some subjects, a significant proportion of what was taught in the first year will have died by the time the students who learned it graduate. So, what is education for?
Machines are doing more and more of the work
The bad news is, we are getting squeezed out of work. The good news is, we are getting squeezed up, into ever more interesting work. We will be able to stay ahead for a long time; because there are always still more difficult and important and exciting things for us to do, increasingly with the support of our increasingly capable machines.
Employers want graduates to be job-ready. They also want graduates to be fluent in the five Cs: Creativity, Communication, Collaboration and Criticality as well as Competence. Not all university education currently develops the first four Cs. Very little university education currently gives high priority to their development. Rarely are they formally assessed.
Changing outcomes, changing pedagogies
The architecture of a university expresses its views about pedagogy. This remains true with the great leap online. The old pedagogic architecture – of teaching as (mainly) telling, of learning as (mainly) listening and reading, of access in and through the library to specified stored knowledge, and of assessment as (mainly) recalling, repeating back what has been learned, perhaps with some application or interpretation – has for the most part been recreated in digital form, with varying degrees of success
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more on online education in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+education
Colorado State U. Global’s provost says online education is the future
In the U.S., the percentage of undergraduate students taking at least one course online grew from 15% in 2004 to 43% in 2016, a 2018 study from the National Center for Education Statistics found.
CSU Global last week launched Direct Path Education, a new program centered on industry-specific education that allows students to transfer their credits toward a degree or earn certificates and professional certifications. The six-week courses add to a growing trend in the U.S. as many workers who lost their jobs following the pandemic search for new opportunities.
My note: this article in conjunction with the “global upskilling”: https://blog.stcloudstate.edu/ims/2021/02/11/global-upskilling-and-universities/
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more on online ed in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+education
http://blog.stcloudstate.edu/oer/2021/01/18/learning-to-learn-online/
Learning to Learn Online was created by students to help ease the shift from a traditional classroom setting to an online environment. You will explore a total of six unique chapters that will help you successfully prepare for online learning.
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more on learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=learn+to+learn
Higher Ed Learning Collective
https://www.facebook.com/groups/onlinelearningcollective/permalink/711959409434760/
I am thinking about doing clicker-type questions as well as groupwork with instant response as the core of my online synchronous class. With this in mind, I am considering either Top Hat (which the students have used as clickers, but what I am not sure about is how well it works for groupwork) versus Learning Catalytics (which has a mode that I know works well and forces students to do the questions themselves first … which I have a love/hate relationship with – and has some question types that might be interesting but I am not as certain about the interface). I’d like to hear your thoughts.
Thanks!
FWIW: the class is general chemistry.
The online vs. in-person learning debate is missing the point
We need to prioritize student outcomes over modality, says a higher ed industry executive.
https://universitybusiness.com/the-online-vs-in-person-learning-debate-is-missing-the-point/
“Students miss opportunities for enriched and flexible learning opportunities when they are confined to a binary learning modality. I envision a future where we retire the idea of online vs. classroom learning, replacing these dueling models with a unified format that prioritizes outcomes. Instead of approaching education from a “this or that” approach, we’d serve students much better with a “this and that” approach.”
My note: That higher ed industry executive seems oblivious about the #hyflex discussions
Even before COVID-19, in-person learning was being challenged by innovation.
Finally, no matter which hybrid approach schools take to learning, they need to work with businesses to align curriculum to in-demand job skills. It doesn’t matter how perfectly designed a course or program is if it doesn’t provide outcomes that ultimately enable employment opportunities.
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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning
more on F2F learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=f2f
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more on special education in this IMS blog
https://blog.stcloudstate.edu/ims?s=special+education
Harvard EdCast: Making Online Learning Work
https://www.gse.harvard.edu/news/20/10/harvard-edcast-making-online-learning-work
- Create opportunities online for students to connect with each other as part of the school day.
- Keep lines of communication open and constructive between teachers and parents/guardians.
- Focus on core skills at home.
There’s a distinction between online and using technology versus distance learning.
It’s going to become a lot more interactive, a lot more personal, and then teachers are going to be able to zero in a lot more on what the kids need.
A lot of teachers feel a lot of pressure to have these perfectly planned lesson plans that go exactly as intended when you get into the classroom. In this environment, it’s okay to not have the planning perfect. It’s okay if things get a little bit extemporaneous, a little improvisational in the classroom.
If I’m a teacher looking at the pie of time and energy that I have in a given week, I would try to minimize the energy that I have to put into things where I’m not interacting with students …
Teachers putting a lot of time and energy getting a setup like I have with a microphone and a pen tablet and all of that. That takes a lot of work, a lot of energy, and it’s energy that once again gets taken away from time that they could be interacting with students.
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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning
15 Free Digital Tools to Boost Students’ Engagement Online
A review of digital tools and ideas for teachers to support formative assessment in online classrooms
https://medium.com/the-faculty/digital-tools-for-online-student-engagement-2faafbbd0b44
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more on engagement in this IMS blog
https://blog.stcloudstate.edu/ims?s=engage
https://www.edsurge.com/news/2020-06-26-researchers-raise-concerns-about-algorithmic-bias-in-online-course-tools
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Students fear for their data privacy after University of California invests in private equity firm
A financial link between a virtual classroom platform and the University of California system is raising eyebrows
https://www.salon.com/2020/07/28/students-fear-for-their-data-privacy-after-university-of-california-invests-in-private-equity-firm/
Instructure has made it clear through their own language that they view the student data they aggregated as one of their chief assets, although they have also insisted that they do not use that data improperly. My note: “improperly” is relative and requires defining.
Yet an article published in the Virginia Journal of Law and Technology, titled “Transparency and the Marketplace for Student Data,” pointed out that there is “an overall lack of transparency in the student information commercial marketplace and an absence of law to protect student information.” As such, some students at the University of California are concerned that — despite reassurances to the contrary — their institution’s new financial relationship with Thoma Bravo will mean their personal data can be sold or otherwise misused.
The students’ concerns over surveillance and privacy are not unwarranted. Previously, the University of California used military surveillance technology to help quell the grad student strikes at UC Santa Cruz and other campuses
https://www.facebook.com/groups/onlinelearningcollective/permalink/598838524080183/
Janine Harrison You could also substitute an ice breaker with an introduction that could be both personal and relate to your subject and require a minimum of two participation posts. If students don’t know one another, they can find commonalities that way.
Jorge Ribeiro I ask them to tell us their superpower(s) & kryptonite noting that they can be anything. Superpowers have been: baking bread, doing push-ups daily, Crystal Quest, etc. Kryptonite: math, writing an essay, spinach
SJ Guo online scavenger hunt
Ed Heaberlin Ask them to discuss
1). The movie they were most disappointed by
2) the movie that they most often recommend
3) their favorite food
4) a food they hate
5) their most embarrassing moment
6) their dream vacation
7) if they could throw a dinner with any five famous people (living, dead, or both)who would it be n why
Diana Anson Using the Discussion Board I have each student introduce themselves to the class. I make the first post introducing myself. I usually include a picture of my dogs. This gives everyone a example of what is expected. Many really good ideas for questions are included already posted here. I also assign points for following the instructions. Points are a great motivation .
Traci Schneider Cull Favorite cartoon.. what superhero power would you have and why? If you could only eat 5 foods forever what would they be… would you rather go without technology for a yr or all sweets and desserts for a year…would you give up your tech for a year or your pet
Britt Rodgers Bugby Have them choose an emoji to represent themselves and explain why…and it can’t be 💩
Sharon Kibbe You can have them select a song that they would “enter a room/party to” and have them play it at the start of their introduction
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more on ice breakers in this IMS blog
https://blog.stcloudstate.edu/ims?s=ice+breaker