Tuesday, October 30 from 9:00am-3:00pm at the System Office, Wells Fargo Place (Saint Paul, MN).
Team 3 is charged with developing a process for prioritizing and selecting collaborative curriculum development and course offering projects that require the use of enterprise instructional design and technology services.
Have expertise in online education that you are willing to share?
The Online Strategy Workgroup needs subject matter experts to participate on one of the three teams below.
Team 1 (Access) – Team 1 is charged with reviewing the existing services provided by the Minnesota State Info Hub and aligning the services they provide with the needs outlined in the corresponding action steps of the Online Strategy report. This team will utilize the existing levels of funding allocated to the Minnesota State Info Hub without seeking additional financial compensation from campuses. See what subject matter experts are needed for this team.
Team 2 (Quality) – Team 2 is charged with reviewing the existing services provided by the Minnesota Online Quality Initiative (MOQI) and aligning these services with the needs outlined in the corresponding action steps of this report. In addition to evaluating faculty development programming options available through MOQI, this team will be responsibility for developing the tools intended to support the quality improvement processes used by campuses. See what subject matter experts are needed for this team.
Team 3 (Collaboration) -Team 3 is charged with developing a process for prioritizing and selecting online collaborative curriculum development and online course offering projects that require the use of enterprise instructional design and technology services. See what subject matter experts are needed for this team.
program level course mapping.
course level modules and learning objectives.
RCE reasonable credit equivalency
IAA inter-agency agreement
RFP request for proposal
Collaborate on Curriculum and Course Offerings (Action A)
Adopting Open Educational Resources (OER) (Action A)
Revenue Sharing Model (Action D) Instructional Design and Technology Services (Action C)
From: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU> on behalf of “Kinsella, John R.” <jrkinsella@STTHOMAS.EDU> Reply-To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU> Date: Thursday, November 15, 2018 at 11:43 AM To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU> Subject: Re: [BLEND-ONLINE] Flexible Training/Learning Incubation Spaces
We launched our group, STELAR (St. Thomas E-Learning and Research), almost 2 years ago. Part of that launch included a physical space that offers: Innovative individual and collaborative group study spaces for students, consultation spaces for faculty and our staff, meeting spaces, a Technology Showcase providing access to leading edge technology for faculty and students (VR/AR, AI, ML,) an Active Learning classroom space used for training and for faculty to experiment, and a video recording space for faculty to create course video objects using a Lightboard, touch Panel computer or just talking to the camera.
We’ve seen exceptional usage among our students for this space, likely in part because we partnered with our library to include our space along with the other learning resources for students in our main library. We have had numerous faculty not only experiment with but then integrate VR/AR and other leading edge technologies in their classes and research projects. Our classroom is busy consistently for training, class sessions, meetings, etc. and our learning spaces see student use throughout the day and into the evening. In short, our physical space has become an essential and highly visible part of the work we do around providing opportunities, expertise, and technology for the innovation of teaching and learning (Our tagline: … at the intersection of Pedagogy and Technology)
The reception has been so positive that our space has been used as a model for some new student-focus collaboration spaces around campus.
It does include some information about our physical space but we’ve also pared that down since our launch. I’d be happy to connect you with our team if you’d like to learn more about what we’ve done here, where we’ve seen success and ideas that didn’t pan out as we expected.
Delivery Mode : Asynchronous Workshop Levels : Beginner,Intermediate Eligible for Online Teaching Certificate elective : No
Data visualization is about presenting data visually so we can explore and identify patterns in the data, analyze and make sense of those patterns, and communicate our findings. In this course, you will explore those key aspects of data visualization, and then focus on the theories, concepts, and skills related to communicating data in effective, engaging, and accessible ways.
This will be a hands-on, project-based course in which you will apply key data visualization strategies to various data sets to tell specific data stories using Microsoft Excel or Google Sheets. Practice data sets will be provided, or you can utilize your own data sets.
Week 1: Introduction and Tool Setup
Week 2: Cognitive Load and Pre-Attentive Attributes
Week 3: Selecting the Appropriate Visualization Type
Week 4: Data Stories and Context
Learning Objectives:
Upon completion of this course, you will be able to create basic data visualizations that are effective, accessible, and engaging. In support of that primary objective, you will:
Describe the benefits of data visualization for your professional situation
Identify opportunities for using data visualization
Use appropriate accessibility strategies for data tables
Prerequisites
Basic knowledge of Microsoft Excel or Google Sheets is required to successfully complete this course. Resources will be included to help you with the basics should you need them, but time spent learning the tools is not included in the estimated time for completing this course.
What are the key takeaways from this course?
The ability to explain how data visualization is connected to data analytics
The ability to identify key data visualization theories
Creating effective and engaging data visualizations
Applying appropriate accessibility strategies to data visualizations
Who should take this course?
Instructional designers, faculty, and higher education administrators who need to present data in effective, engaging, and accessible ways will benefit from taking this course
Amy Edmondson, The Fearless Organization, argues that fear is not a useful tool in a leader’s toolkit when it comes to managing interpersonal relationships in a workplace.
Psychological safety is the antidote to fear.psychological safety is not about being nice or lowering performance standards.
Open Textbook Webinar — a 90-minute online meeting to learn about open textbooks.
Peer review of open textbooks is a critical component of assessing quality and supporting faculty looking for resources to use in their own classes. After the workshop, you’ll be eligible to earn a $200 stipend if you provide a short review of an open textbook from the OpenTextbook Library. Reviews are due 6-8 weeks following the workshop.
To prepare for the webinar, please take a few minutes and visit the Open Textbook Library (http://open.umn.edu/opentextbooks/). Glance through the Open Textbook Library and look for textbooks in your discipline that may be appropriate for you to review. In order to receive the $200 stipend, you must 1) participate in the webinar and 2) complete a textbook review. (Please note: There may not be texts available for review in your areas of expertise.)
When:Wednesday, November 14, 2018; 2:30 pm – 4:00 pm
Note that additional Open Textbook Webinars are scheduled throughout the academic year. Please contact Karen Pikula, OER Faculty Development Coordinator, at Karen.Pikula@minnstate.edu if you cannot attend the meeting on Monday.
Badging programs are rapidly gaining momentum in higher education – join us to learn how to get your badging efforts off the ground.
Key Considerations: Assessment of Competencies
During this session, you will learn how to ask the right questions and evaluate if badges are a good fit within your unique institutional context, including determining ROI on badging efforts. You’ll also learn how to assess the competencies behind digital badges.
Key Technology Considerations
This session will allow for greater understanding of Open Badges standards, the variety of technology software and platforms, and the portability of badges. We will also explore emerging trends in the digital badging space and discuss campus considerations.
Key Financial Considerations
During this hour, we will take a closer look at answering key financial questions surrounding badges:
What does the business model look like behind existing institutional badging initiatives?
Are these money-makers for an institution? Is there revenue potential?
Where does funding for these efforts come from?
Partnering with Industry
Badging can be a catalyst for partnerships between higher education and industry. In this session, you will have the opportunity to learn more about strategies for collaborating with industry in the development of badges and how badges align with employer expectations.
Branding and Marketing Badges
Now that we have a better idea of the “why” and “what” of badges, how do we market their value to external and internal stakeholders? You’ll see examples of how other institutions are designing and marketing their badges.
Consultation Time
Alongside your peers and our expert instructors, you will have the opportunity to brainstorm ideas, get feedback, ask questions, and get answers.
Next Steps and the Road Ahead: Where Badging in Higher Ed is Going
Most institutions are getting into the badging game, and we’ll talk about the far-reaching considerations in the world of badging. We’ll use this time to engage in forward-thinking and discuss the future of badging and what future trends in badging might be.
Using Social Media for Research – November 16 12:00 – 1:00 p.m.
1314 Social Sciences
Professor Lee-Ann Kastman Breuch (Writing Studies) and Michael Beckstrand (Mixed-Methods Research Associate, LATIS) will discuss how to retrieve, prepare, and analyze social media data for research projects. Using two case studies, Lee-Ann will share examples of a grounded theory analysis of blog, Twitter, and Facebook data. Michael will speak about the technical aspects of retrieving and managing social media data. Pizza will be provided. Learn more and register here.
This event is part of the 2018-19 Research Development Friday Roundtable Series organized by the CLA Research Development Team.
