Archive of ‘e-learning’ category

online learning report

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

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

digital badges and micro credentials

per Tom Hergert (thank you)

AECT-OTP Webinar: Digital Badges and Micro-Credentials for the Workplace

Time: Mar 27, 2017 1:00 PM Central Time (US and Canada)

Learn how to implement digital badges in learning environments. Digital badges and micro-credentials offer an entirely new way of recognizing achievements, knowledge, skills, experiences, and competencies that can be earned in formal and informal learning environments. They are an opportunity to recognize such achievements through credible organizations that can be integrated in traditional educational programs but can also represent experience in informal contexts or community engagement.  Three guiding questions will be discussed in this webinar: (1) digital badges’ impact on learning and assessment, (2) digital badges within instructional design and technological frameworks, and (3) the importance of stakeholders for the implementation of digital badges.

Dirk Ifenthaler is Professor and Chair of Learning, Design and Technology at University of Mannheim, Germany and Adjunct Professor at Curtin University, Australia. His previous roles include Professor and Director, Centre for Research in Digital Learning at Deakin University, Australia, Manager of Applied Research and Learning Analytics at Open Universities, Australia, and Professor for Applied Teaching and Learning Research at the University of Potsdam, Germany. He was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of Education, at the University of Oklahoma, USA

Directions to connect via Zoom Meeting:
Join from PC, Mac, Linux, iOS or Android: https://zoom.us/j/8128701328
Or iPhone one-tap (US Toll):  +14086380968,8128701328# or +16465588656,8128701328#
Or Telephone:
Dial: +1 408 638 0968 (US Toll) or +1 646 558 8656 (US Toll)
Meeting ID: 812 870 1328
International numbers available: https://zoom.us/zoomconference?m=EedT5hShl1ELe6DRYI58-DeQm_hO10Cp

Ohio e-schools

Ohio’s E-School Attendance Dispute: Q&A With the Columbus Dispatch

The biggest Ohio e-school story over the past year: a push by the state education department to audit attendance at the full-time online schools using student-login records. A first round of reviews found that nine e-schools had overstated their enrollment by a combined 12,000 students. A Dispatch analysis of ECOT’s audit showed that nearly 70 percent of the school’s students missed enough school to be considered truant under state law.

Across the country, the question of how to best track and report student attendance in a full-time online school remains unresolved, contributing to the significant uncertainty around e-schools’ funding and performance.

 

++++++++++++++++++++
more on charter schools in this IMS blog
http://blog.stcloudstate.edu/ims?s=charter+schools

students evals online 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

+++++++++++++++++++++

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/

++++++++++++++++++++

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

+++++++++++++++++++++++

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

synchronous online learning

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 AngillettaProfessor & 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.

Netlix and HBO on VR

Netflix and HBO launch virtual reality apps on Google Play

++++++++++++++++++
More on on VR in this IMS blog
http://blog.stcloudstate.edu/ims?s=vr

Internet Access

Across The Atlantic, Glimpse An Alternate Internet Universe

http://www.npr.org/sections/money/2014/04/09/301028037/across-the-atlantic-glimpse-an-alternate-internet-universe

a moment when the U.S. decided to go one way and the rest of the world went another

+++++++++++++++++
more on Internet Access in this IMS blog
http://blog.stcloudstate.edu/ims?s=internet+access

audio recording

TwistedWave for Education

TwistedWave is an audio recording and editing tool that is included in Next Vista’s list of recommended tools. Through TwistedWave you can create and edit spoken audio recordings from scratch. Your completed tracks can be exported to Google Drive and SoundCloud.

++++++++++++++++++++++++
more on audio recordings in this IMS blog:
http://blog.stcloudstate.edu/ims?s=audio+record

Credly Badges on Canvas

Credly Badges Now Available Through Canvas

By Rhea Kelly 01/09/17

https://campustechnology.com/articles/2017/01/09/credly-badges-now-available-through-canvas.aspx

Students can now earn digital badges when they complete modules in Canvas, thanks to a new partnership between Credly and the learning management system from Instructure.

“Digital badges are a powerful and employer-friendly complement to grades and other information traditionally found on a college transcript,” said Brenda Perea, instructional design project manager at Colorado Community College System, which deployed an early pilot of Credly Learning Edition for Canvas.

++++++++++++++++++++
more on badges in this IMS blog
http://blog.stcloudstate.edu/ims?s=badges

synchronous vs asynchronous

From the The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>

Can you recommend a peer-reviewed research article that addresses the learning outcomes/learning effectiveness of asynchronous vs. synchronous teaching approaches in online courses?

We have a program that has required weekly synchronous sessions (held via Bb Collaborate) that support the otherwise asynchronous courses in the program. The department is considering making that requirement optional to accommodate worldwide learners, but there are faculty who are concerned about the impact to the learning and transfer of knowledge to the students.

Any research that addresses the differences in these teaching modalities when it comes to learning outcomes?

Thanks in advance,     Kristen     Kristen Brown     Assistant Director, Online Learning     Delphi Center for Teaching and Learning

I am happy to share my own dissertation research which specifically focused on this topic as well. Please email me and I will share. andy.black@nurs.utah.edu
My note: I emailed Andy and will attach his dissertation to this blog, if interest

final-dissertation-andy-black-asynchronous-synchronous

On Behalf Of Henri Moser
Sent: Friday, January 06, 2017 8:35 AM

Here is a link to my dissertation which centered on synchronous academic support for online graduate students.Best,Henri

http://dune.une.edu/theses/56/

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

1 2 3 15