Artwork for GMoL S2E12 Greeks with Donald Clark
GREAT MINDS ON LEARNINGGMoL S2E12 Greeks with Donald Clark
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At the very origin of our ideas of about learning, as well so much else that defines our culture, lies the extraordinary flowering of thought and discovery centred on Athens from the fifth to the second century BC. This episode takes us back to the very earliest group of thinkers this series will cover, the ancient Greeks.
Sixty-eight percent of students were also in favor of some combination of in-person and online courses. On the faculty side, 57 percent said they would prefer teaching hybrid courses post-pandemic — slightly more than those who preferred teaching fully online.
both students and faculty agreed: Roughly two-thirds across the board said they would like to use more tech and digital course materials in the future.
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.
\Asking for a “friend,” does anyone know if on a Zoom call whether the host can tell if you’ve navigated to another window – i.e., multi-tasking? I’ve heard of teachers threatening students with this capability.
My note: From a pedagogical point of view, the bigger question is: does one (instructor) need to “big brother” students’ activities, in this case multi-tasking on another window.
Blast from the past: https://blog.stcloudstate.edu/ims/2017/04/03/use-of-laptops-in-the-classroom/
Here is the collection of opinions regarding a similar issue 15 years ago: do we have to let students use Internet-connected laptops in the class room and 5 years ago: can we let students use smart phones in the classroom.
The opinion i liked most and side with it: if we (the instructors) are not able to create arresting content and class presence, we should not blame students for straying away from our activities. It does not matter how much control Zoom will give us to “big brother” students, it is up to our teaching, not to the technology to keep students learning
#Gaming #gamification
Among student respondents, 70 percent said they prefer mostly or completely face-to-face learning environments. The professors surveyed were even more partial to face-to-face classes, with 73 percent preferring them.
If you teach fully online, please share your favorite for ice breaker activities (include names of tools used if needed). Thanks! #OnlineTeaching#CCCLearn
I need some help. If you teach fully online, please share your favorite for ice breaker activities (include names of tools used if needed). Thanks! #OnlineTeaching#CCCLearn
interviewed administrators at systems across the United States for a wide look at how the landscape is shifting.
The University of Missouri System last year signaled plans to increase its total enrollment from 75,000 to 100,000 by 2023. Administrators pointed to online education as a key driver of future growth.
In other ways, the Missouri system’s approach could look similar to Massachusetts’. Administrators in Missouri are pondering the creation of a separate entity within the system that would offer online programs to adult learners.
Administrators have ruled out purchasing or merging with an existing online apparatus, as Purdue University did with the for-profit Kaplan University to enrollment-expanding but controversial effect.
Senior administrators and board members at Louisiana State University began looking at online education in the early 2010s.
From 2016 to 2018, Sasha Thackaberry served as assistant vice president of academic technology, course production and alternative learning models at Southern New Hampshire University. Louisiana State hired her in February 2018 to lead its online growth; three months later, she was promoted from associate vice provost to vice provost of digital and continuing education.
When Kristina Johnson became chancellor of the State University of New York system in 2017, she challenged administrators to consider a wide range of possibilities for growing online capabilities. According to Tod Laursen, SUNY’s senior vice chancellor and provost, the system has just wrapped up an information-gathering process that will inform a soon-to-be-released request for proposals. Johnson has slated for this fall a major online learning initiative, the details of which are still being ironed out.
Colorado State University Online serves as an online program manager for the state system — distinct from Colorado State University Global, which has a separate faculty and governance structure, and tends to serve adults at an average age in their 30s. CSU Online, by contrast, tends to serve “less seasoned” students between 24 and 34 years old, according to Amy Smith, senior director of CSU Online.
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
Weakest students more likely to take online college classes but do worse in them
Survey of rigorous academic research on online education finds lower grades and higher drop out rates Column by JILL BARSHAY February 4, 2019
According to the most recent federal statistics from 2016, roughly one out of every three or 6.3 million college students learned online. That number is growing even as fewer people are going to college.
Online degrees are also concentrated among a handful of nonprofit universities. Just three — Western Governors University, Liberty University and Southern New Hampshire University — enroll about a third of all online students at private, nonprofit institutions.
overwhelming research evidence that community college students aren’t faring well in online classes
Another 2017 study of students at a for-profit university which offers both in-person and online classes found that students who took an online class not only got lower grades in that class but also in future classes. Online students were more likely to drop out of college altogether than similar students who attended in-person classes.
There are much stronger results for courses that combine supplemental materials online with traditional, face-to-face instruction. But the authors do not consider this hybrid instruction to be “online” learning.
This course is designed to introduce you to teaching online – the concepts, competencies, pedagogies, and practices that are required to plan, develop, and teach an online course. Along with introducing you to these key topics, this course will showcase the perspectives of students, faculty, and instructional designers who have a wide range of experience teaching and learning online.
