Archive of ‘e-learning’ category

synchronous vs asynchronous

My Note: synchronous vs asynchronous; Adobe Connect vs Zoom. Also Flipgrid for asynchronous videochats.

From: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU> on behalf of Celine Greene <celine.greene@JHU.EDU>
Reply-To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Tuesday, April 23, 2019 at 2:38 PM
To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: [BLEND-ONLINE] Advice for Synchronous Online Classes Using Zoom Meetings?

Our school is transitioning from using Adobe Connect to using Zoom Meetings for synchronous online class sessions, of which most of our online courses schedule at least a few times each term. So after years of “controlling the user experience” with the Adobe Connect layouts and relying primarily on text chat, we are heading in the direction of screen sharing with the enhanced social and community-building experience of video “taking over” chat. Some people are very excited about this move, given the popularity and ease-of-use of the Zoom platforms. Other people are a little more wary – especially when it comes to large (e.g., 40 to 200+ students) classes.

Please share your thoughts and experiences on what faculty and students should be aware of when using Zoom Meetings (not the webinar) for a synchronous class session. Here’s some of the things I was curious about…

  • Do you have a set of “instructions” or recommendations for students — e.g. so they see the chat as it happens?
  • Are there any best practices in terms of meetings set-up that you recommend for your faculty? (Mute participants upon entry, always show meeting control bar, etc.)
  • Have there been some scenarios that have been fantastic or some that have been horrible for using Zoom?
  • Is there a class size where the number of participants starts negatively impacting the learning opportunity? (i.e., I realize Breakout rooms are an option but also not appropriate for all situations, such as having a guest speaker come in to have an interactive Q & A or having a software demonstration.)
  • Are there any major “fails” you’ve learned from or, alternately, success stories?
  • Are your students required to have Zoom accounts?
  • Do you have a method for tracking attendance?

Thanks for your input!  – celine  Celine Greene  Instructional Technologist  Center for Teaching and Learning, JHSPH http://ctl.jhsph.edu

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more on synchronous learning environments
http://blog.stcloudstate.edu/ims?s=synchronous

European Data Sharing Space

“Towards a European Data Sharing Space” BDVA Position Paper

BDV Big Data Value Association

April, 2019. Position paper: http://www.bdva.eu/node/1277

This position paper is meant to i) support the dialog among European and national policy makers, industry, research, public sector and civic society in the definition of a common roadmap for the development and adoption of a pan-European Data Sharing Space, and ii) guide public and private investments in this area in the next Multiannual Financial Framework.

http://www.bdva.eu/sites/default/files/BDVA%20DataSharingSpace%20PositionPaper_April2019_V1.pdf

Bug-in-Ear Coaching

With Bug-in-Ear Coaching, Teachers Get Feedback on the Fly

By February 26, 2019

https://www.edweek.org/ew/articles/2019/02/27/with-bug-in-ear-coaching-teachers-get-feedback-on.html/

The practice is called bug-in-ear coaching, and it has been around for decades in different sectors in some capacity. But in recent years, more and more educators are beginning to try it out.

And a growing body of research shows it works. When educators are coached with this technology, they use evidence-based practices in their instruction more frequently. Research also shows that most teachers tend to keep up the improvements in their teaching behavior after the bug-in-ear coaching sessions have ended.

Yet experts say there’s skepticism from some in the education community, who worry that real-time feedback while teachers are delivering instruction will be overwhelming.

Virtual teacher-coaching services have become more popular in recent years—teachers record their lessons, and remote coaches review the videos and offer feedback. This approach has been especially popular in rural schools, or in districts that can’t afford to staff their own coaches.

As educators see the benefits of the coaching method, experts predict that it will continue to spread. That has been the case at the University of Washington’s college of education, where researchers have done a series of studies with bug-in-ear coaching.

 

Ithaka S+R US Faculty Survey 2018

Ithaka S+R US Faculty Survey 2018

Table 1

ebooks

Table 2

ebooks among disciplines

Table 3
ebooks among age

Table 4

materials freely available online

Table 5
freely available version

Table 6

ebooks sharing information

Table 7

Figure 29: Are your research publications and/or products freely available online through your institution’s repository, a disciplinary repository (such as arXiv, SSRN, etc.), or available elsewhere online (such as your personal webpage)? For each type(s) of scholarly work(s) listed below, please select all hosting sources that apply. Of the respondents that make each of the following types of publications and/or products freely available online, the percent who indicated their research is hosted in each of the following.

freely available research publications

Table 8

Which of the following statements best describes your role in deciding what textbooks and other course materials will be used in the courses you teach? Percent of respondents who selected each item.

decisionmaker textbooks

Table 9

why OER

Table 10

why OER

Table 11

created vs used OER materials

Learning Analytics Tools

Table 12

learning analytical tools by majors/ disciplines

table 13
learning analytical tools by age

table 14
learning analytical tools by status

table 15

role of the library

OLC Collaborate

OLC Collaborate

https://onlinelearningconsortium.org/attend-2019/innovate/

schedule:

https://onlinelearningconsortium.org/attend-2019/innovate/program/all_sessions/#streamed

Wednesday

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THE NEW PROFESSOR: HOW I PODCASTED MY WAY INTO STUDENTS’ LIVES (AND HOW YOU CAN, TOO)

Concurrent Session 1

https://onlinelearningconsortium.org/olc-innovate-2019-session-page/?session=6734&kwds=

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Creating A Cost-Free Course

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Idea Hose: AI Design For People
Date: Wednesday, April 3rd
Time: 3:30 PM to 4:15 PM
Conference Session: Concurrent Session 3
Streamed session
Lead Presenter: Brian Kane (General Design LLC)
Track: Research: Designs, Methods, and Findings
Location: Juniper A
Session Duration: 45min
Brief Abstract:What happens when you apply design thinking to AI? AI presents a fundamental change in the way people interact with machines. By applying design thinking to the way AI is made and used, we can generate an unlimited amount of new ideas for products and experiences that people will love and use.https://onlinelearningconsortium.org/olc-innovate-2019-session-page/?session=6964&kwds=
Notes from the session:
design thinking: get out from old mental models.  new narratives; get out of the sci fi movies.
narrative generators: AI design for people stream
we need machines to make mistakes. Ai even more then traditional software.
Lessons learned: don’t replace people
creativity engines – automated creativity.
trends:
 AI Design for People stream49 PM-us9swehttps://www.androidauthority.com/nvidia-jetson-nano-966609/
https://community.infiniteflight.com/t/virtualhub-ios-and-android-free/142837?u=sudafly
 http://bit.ly/VirtualHub
Thursday
Chatbots, Game Theory, And AI: Adapting Learning For Humans, Or Innovating Humans Out Of The Picture?
Date: Thursday, April 4th
Time: 8:45 AM to 9:30 AM
Conference Session: Concurrent Session 4
Streamed session
Lead Presenter: Matt Crosslin (University of Texas at Arlington LINK Research Lab)
Track: Experiential and Life-Long Learning
Location: Cottonwood 4-5
Session Duration: 45min
Brief Abstract:How can teachers utilize chatbots and artificial intelligence in ways that won’t remove humans out of the education picture? Using tools like Twine and Recast.AI chatobts, this session will focus on how to build adaptive content that allows learners to create their own heutagogical educational pathways based on individual needs.++++++++++++++++

This Is Us: Fostering Effective Storytelling Through EdTech & Student’s Influence As Digital Citizens
Date: Thursday, April 4th
Time: 9:45 AM to 10:30 AM
Conference Session: Concurrent Session 5
Streamed session
Lead Presenter: Maikel Alendy (FIU Online)
Co-presenter: Sky V. King (FIU Online – Florida International University)
Track: Teaching and Learning Practice
Location: Cottonwood 4-5
Session Duration: 45min
Brief Abstract:“This is Us” demonstrates how leveraging storytelling in learning engages students to effectively communicate their authentic story, transitioning from consumerism to become creators and influencers. Addressing responsibility as a digital citizen, information and digital literacy, online privacy, and strategies with examples using several edtech tools, will be reviewed.++++++++++++++++++

Personalized Learning At Scale: Using Adaptive Tools & Digital Assistants
Date: Thursday, April 4th
Time: 11:15 AM to 12:00 PM
Conference Session: Concurrent Session 6
Streamed session
Lead Presenter: Kristin Bushong (Arizona State University )
Co-presenter: Heather Nebrich (Arizona State University)
Track: Effective Tools, Toys and Technologies
Location: Juniper C
Session Duration: 45min
Brief Abstract:Considering today’s overstimulated lifestyle, how do we engage busy learners to stay on task? Join this session to discover current efforts in implementing ubiquitous educational opportunities through customized interests and personalized learning aspirations e.g., adaptive math tools, AI support communities, and memory management systems.+++++++++++++

High-Impact Practices Online: Starting The Conversation
Date: Thursday, April 4th
Time: 1:15 PM to 2:00 PM
Conference Session: Concurrent Session 7
Streamed session
Lead Presenter: Katie Linder (Oregon State University)
Co-presenter: June Griffin (University of Nebraska-Lincoln)
Track: Teaching and Learning Practice
Location: Cottonwood 4-5
Session Duration: 45min
Brief Abstract:The concept of High-impact Educational Practices (HIPs) is well-known, but the conversation about transitioning HIPs online is new. In this session, contributors from the edited collection High-Impact Practices in Online Education will share current HIP research, and offer ideas for participants to reflect on regarding implementing HIPs into online environments.https://www.aacu.org/leap/hipshttps://www.aacu.org/sites/default/files/files/LEAP/HIP_tables.pdf+++++++++++++++++++++++

Human Skills For Digital Natives: Expanding Our Definition Of Tech And Media Literacy
Date: Thursday, April 4th
Time: 3:45 PM to 5:00 PM
Streamed session
Lead Presenter: Manoush Zomorodi (Stable Genius Productions)
Track: N/A
Location: Adams Ballroom
Session Duration: 1hr 15min
Brief Abstract:How can we ensure that students and educators thrive in increasingly digital environments, where change is the only constant? In this keynote, author and journalist Manoush Zomorodi shares her pioneering approach to researching the effects of technology on our behavior. Her unique brand of journalism includes deep-dive investigations into such timely topics as personal privacy, information overload, and the Attention Economy. These interactive multi-media experiments with tens of thousands of podcast listeners will inspire you to think creatively about how we use technology to educate and grow communities.Friday

Anger Is An Energy
Date: Friday, April 5th
Time: 8:30 AM to 9:30 AM
Streamed session
Lead Presenter: Michael Caulfield (Washington State University-Vancouver)
Track: N/A
Location: Adams Ballroom
Position: 2
Session Duration: 60min
Brief Abstract:Years ago, John Lyndon (then Johnny Rotten) sang that “anger is an energy.” And he was right, of course. Anger isn’t an emotion, like happiness or sadness. It’s a reaction, a swelling up of a confused urge. I’m a person profoundly uncomfortable with anger, but yet I’ve found in my professional career that often my most impactful work begins in a place of anger: anger against injustice, inequality, lies, or corruption. And often it is that anger that gives me the energy and endurance to make a difference, to move the mountains that need to be moved. In this talk I want to think through our uneasy relationship with anger; how it can be helpful, and how it can destroy us if we’re not careful.++++++++++++++++

Improving Online Teaching Practice, Creating Community And Sharing Resources
Date: Friday, April 5th
Time: 10:45 AM to 11:30 AM
Conference Session: Concurrent Session 10
Streamed session
Lead Presenter: Laurie Daily (Augustana University)
Co-presenter: Sharon Gray (Augustana University)
Track: Problems, Processes, and Practices
Location: Juniper A
Session Duration: 45min
Brief Abstract:The purpose of this session is to explore the implementation of a Community of Practice to support professional development, enhance online course and program development efforts, and to foster community and engagement between and among full and part time faculty.+++++++++++++++

It’s Not What You Teach, It’s HOW You Teach: A Story-Driven Approach To Course Design
Date: Friday, April 5th
Time: 11:45 AM to 12:30 PM
Conference Session: Concurrent Session 11
Streamed session
Lead Presenter: Katrina Rainer (Strayer University)
Co-presenter: Jennifer M McVay-Dyche (Strayer University)
Track: Teaching and Learning Practice
Location: Cottonwood 2-3
Session Duration: 45min
Brief Abstract:Learning is more effective and organic when we teach through the art of storytelling. At Strayer University, we are blending the principles story-driven learning with research-based instructional design practices to create engaging learning experiences. This session will provide you with strategies to strategically infuse stories into any lesson, course, or curriculum.

shifting reality of the online landscape

State Systems Plot Major Online Growth

Public universities across the country are adjusting to the shifting reality of the online landscape. Despite similar goals, approaches vary widely.

Mark Lieberman March 20, 2019

https://www.insidehighered.com/digital-learning/article/2019/03/20/how-public-university-systems-missouri-louisiana-and-more-plan

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.

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

translation headphones

Google’s translation headphones are here, and they’re going to start a war

Douglas Adams’ in-ear translator from Hitchhiker’s Guide is becoming a reality. But knowing what people are really saying could be disastrous.

Shuly Wintner, associate professor of computer science at the University of Haifa, quotes an early example of computer mistranslation in his 2005 introduction to computational linguistics. “The spirit is willing, but the flesh is weak,” was put through Altavista into Russian, he says. “The vodka is excellent but the meat is lousy” may well have been true, but it almost certainly wasn’t what the writer was looking for.

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

Shark Tank grant badge comparison

According to the this Colorado Community College System comprehensive white paper: https://www.cccs.edu/wp-content/uploads/documents/CCCS-Digital-Badging-Taskforce-Whitepaper-11.12.14.pdf

Acclaim, Badger, Badge List, Credly, CSULogics, and Red Critter

Acclaim and Credly merged. CSULogics seems CCCS native; pls advise if I need to contact them nevertheless. Badgr is now with Canvas, but I still think we need to explore the options with other LMS, such as D2L.

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https://badgr.com/

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https://www.badgelist.com/

email sent March 26.

https://www.badgelist.com/pricing

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https://www.redcritterteacher.com/

email sent March 26. submission #28545

Zoom meeting https://zoom.us/j/7796063558 with Dan Hoffman on March 26, Tues, 3PM

http://redcritterconnecter.com/pricing

http://redcritterconnecter.com/APIReference.aspx  to make easy integrate. http://redcritterconnecter.com/APIReference.aspx?apiid=14

UPCEA 2019 online education

UPCEA is the leading association for professional, continuing, and online education.

http://conferences.upcea.edu/annual2019/schedule.html

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

SCSU CAVE

Recording of the presentations at the workshop available here:

https://zoom.us/recording/share/YtDl7AA3Te_whtCnZZdv93EiNZbljU7yyzl7ibOEam-wIumekTziMw

Educause Nercomp 2019 conference workshop registration here: https://events.educause.edu/special-topic-events/nercomp-annual-conference/2019/agenda/xr-mission-possible-separate-registration-is-required

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