Archive of ‘distance learning’ category

02
Apr
2020

questions about online education

categories: digital storytelling, distance learning, e-learning, online learning

https://nepc.colorado.edu/blog/does-it-work

One of the most frequently and persistently asked questions about online education is “does it work” or “is it effective.”
The question is meaningless because there cannot be any definitive answer for a number of reasons.

First, online education (and its variants such a online instruction, online teaching, distance education and distance learning) is a big umbrella that covers a wide array of different practices, which vary a great deal in terms of quality. Comparing the effectiveness of online education with face-to-face education has been the most common research approach to examine the effectiveness of online education. And the answer has been, for a long time, that there is no significant difference between the two. This answer, however, does not mean online is effective or not, it simply means there are plenty of effective and ineffective programs in both online and face-to-face education. In other words, the within variation is larger than the between variation.

Second, another reason that there cannot be a definitive answer to this question is the diversity of stakeholders in online education.
And unfortunately what works for one stakeholder may not work for the others.

Third, even within the same program and with only students as the stakeholder, there cannot be a definitive answer because no program can possibly have the same effects on all students equally.

Fourth, yet another reason that the question cannot have a definitive answer is the multiplicity of outcomes. Education outcomes include more than what has been typically measured by grades or tests.

Fifth, the rapid changes in technology that can be used to deliver online education add to the elusiveness of a definitive answer to the question. While pedagogy, design, and human actors certainly paly a significant role in the experiences of online education, so does technology.

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

01
Apr
2020

Keep the Crashers Out of Your Zoom

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

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https://blog.zoom.us/wordpress/2020/03/20/keep-the-party-crashers-from-crashing-your-zoom-event/

How to Keep the Crashers Out of Your Zoom Event

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How to Secure Your Zoom Meetings from Zoom-Bombing Attacks

https://www.bleepingcomputer.com/news/software/how-to-secure-your-zoom-meetings-from-zoom-bombing-attacks/

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Maybe we shouldn’t use Zoom after all

he Intercept reported that Zoom video calls are not end-to-end encrypted, despite the company’s claims that they are.

Motherboard reports that Zoom is leaking the email addresses of “at least a few thousand” people because personal addresses are treated as if they belong to the same company

Apple was forced to step in to secure millions of Macs after a security researcher found Zoom failed to disclose that it installed a secret web server on users’ Macs, which Zoom failed to remove when the client was uninstalled

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‘Zoom is malware’: why experts worry about the video conferencing platform

https://www.theguardian.com/technology/2020/apr/02/zoom-technology-security-coronavirus-video-conferencing

security researchers have called Zoom “a privacy disaster” and “fundamentally corrupt” as allegations of the company mishandling user data snowball.

A report from Motherboard found Zoom sends data from users of its iOS app to Facebook for advertising purposes, even if the user does not have a Facebook account.
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Zoom’s security and privacy problems are snowballing from r/technology

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this Tweet threads informative:

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https://www.edsurge.com/news/2020-03-27-holding-class-on-zoom-beware-of-these-hacks-hijinks-and-hazards

01
Apr
2020

app to phone scan pages to PDF

categories: distance learning, distributive learning, e-learning, instructional technology, student-centered learning

Borrowed from the Higher Ed Learning Collective FB group:

iOS (Apple):

https://apps.apple.com/us/app/scan-it-all/id647239869

https://apps.apple.com/us/app/scanner-for-me-scan-documents/id1017261655

Android:

https://play.google.com/store/apps/details?id=com.thegrizzlylabs.geniusscan.free&hl=en

https://play.google.com/store/apps/details?id=com.appxy.tinyscanner&hl=en

https://play.google.com/store/apps/details?id=com.mobitech3000.jotnotlite.android&hl=en_US

https://play.google.com/store/apps/details?id=com.intsig.camscanner&hl=en_US

https://play.google.com/store/apps/details?id=com.hp.printercontrol&hl=en_US

01
Apr
2020

student support online learning

categories: distance learning, distributive learning, e-learning, instructional technology, student-centered learning

10 Tips to Support Students in a Stressful Shift to Online Learning

By Kelly Field MARCH 30, 2020 

https://www.chronicle.com/article/10-Tips-to-Support-Students-in/248380

  1. Survey students about tools and platforms.
  2. Co-construct your class.
  3. Favor asynchronous approaches.
  4. Go low-tech and mobile-friendly.
  5. Share your story.
  6. Offer support and resources.
  7. Create opportunities for students to process the moment.
  8. Don’t forget about students with disabilities.
  9. Assign self-care, and model it.
01
Apr
2020

Dos and Don’ts of Online Video Meetings

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

From setting a clear agenda to testing your tech setup, here’s how to make video calls more tolerable for you and your colleagues.

The Zoom app, for example, has a setting that lets hosts see if you have switched away from the Zoom app for more than 30 seconds — a dead giveaway that you aren’t paying attention.

01
Apr
2020

Emergency Remote Teaching and Online Learning

categories: distance learning, distributive learning, e-learning, educational technology, instructional technology, teaching

The Difference Between Emergency Remote Teaching and Online Learning

by Charles Hodges, Stephanie Moore, Barb Lockee, Torrey Trust and Aaron Bond Published: Friday, March 27, 2020

https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Moving instruction online can enable the flexibility of teaching and learning anywhere, anytime, but the speed with which this move to online instruction is expected to happen is unprecedented and staggering.

“Online learning” will become a politicized term that can take on any number of meanings depending on the argument someone wants to advance.

Online learning carries a stigma of being lower quality than face-to-face learning, despite research showing otherwise. These hurried moves online by so many institutions at once could seal the perception of online learning as a weak option

Researchers in educational technology, specifically in the subdiscipline of online and distance learning, have carefully defined terms over the years to distinguish between the highly variable design solutions that have been developed and implemented: distance learning, distributed learning, blended learning, online learning, mobile learning, and others. Yet an understanding of the important differences has mostly not diffused beyond the insular world of educational technology and instructional design researchers and professionals.

Online learning design options (moderating variables)

  • Modality
    • Fully online
    • Blended (over 50% online)
    • Blended (25–50% online)
    • Web-enabled F2F

    Pacing

    • Self-paced (open entry, open exit)
    • Class-paced
    • Class-paced with some self-paced

    Student-Instructor Ratio

    • < 35 to 1
    • 36–99 to 1
    • 100–999 to 1
    • > 1,000 to 1

    Pedagogy

    • Expository
    • Practice
    • Exploratory
    • Collaborative

    Role of Online Assessments

    • Determine if student is ready for new content
    • Tell system how to support the student (adaptive instruction)
    • Provide student or teacher with information about learning state
    • Input to grade
    • Identify students at risk of failure
  • Instructor Role Online
    • Active instruction online
    • Small presence online
    • None

    Student Role Online

    • Listen or read
    • Complete problems or answer questions
    • Explore simulation and resources
    • Collaborate with peers

    Online Communication Synchrony

    • Asynchronous only
    • Synchronous only
    • Some blend of both

    Source of Feedback

    • Automated
    • Teacher
    • Peers
Source: Content adapted from Barbara Means, Marianne Bakia, and Robert Murphy, Learning Online: What Research Tells Us about Whether, When and How (New York: Routledge, 2014).
Typical planning, preparation, and development time for a fully online university course is six to nine months before the course is delivered. Faculty are usually more comfortable teaching online by the second or third iteration of their online courses.
In contrast to experiences that are planned from the beginning and designed to be online, emergency remote teaching (ERT) is a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances. It involves the use of fully remote teaching solutions for instruction or education that would otherwise be delivered face-to-face or as blended or hybrid courses and that will return to that format once the crisis or emergency has abated.
A full-course development project can take months when done properly. The need to “just get it online” is in direct contradiction to the time and effort normally dedicated to developing a quality course. Online courses created in this way should not be mistaken for long-term solutions but accepted as a temporary solution to an immediate problem.

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

31
Mar
2020

Remote UX Work: Guidelines and Resources

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

https://www.nngroup.com/articles/remote-ux/

capture qualitative insights from video recordings and think-aloud narration from users:  https://lookback.io/  https://app.dscout.com/sign_in  https://userbrain.net/

capture quantitative metrics such as time spent and success rate:   https://konceptapp.com/

Many platforms have both qualitative and quantitative capabilities, such as UserZoom and UserTesting

Tips for Remote Facilitating and Presenting:

  • turn on your camera
  • Enable connection
  • Create ground rules
  • Assign homework
  • Adapt the structure

Tools for Remote Facilitating and Presenting

  • Presenting UX work: Zoom, GoToMeeting, and Google Hangouts Meet
  • Generative workshop activities: Google Draw, Microsoft Visio, Sketch, MURAL, and Miro
  • Evaluative workshop activities: MURAL or Miro. Alternatively, use survey tools such as SurveyMonkey or CrowdSignal, or live polling apps such as Poll Everywhere that you can insert directly into your slides.

Remote Collaboration and Brainstorming

  • Consider both synchronous and asynchronous methods
  • Enable mutual participation
  • Respect schedules
  • Keep tools simple

White boards: https://miro.com/ and https://mural.co/

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