Second, another reason that there cannot be a definitive answer to this question is the diversity of stakeholders in online education. Yong Zhao: Does it Work? The Most Meaningless Question to Ask about Online Education https://t.co/LNqv2YYb40pic.twitter.com/SKG1jCyudo
— Ana Cristina Pratas (@AnaCristinaPrts) April 2, 2020
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.
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
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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I used to thoroughly love @zoom_us as a platform for collaborating. I still use it. But it’s not something that I would recommend to others anymore. Here’s a thread as to why:
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.
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.
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.
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
10 years ago, we should have taught faculty how to be better at the internet: to design for privacy, security, accessibility. Even how to use keyboard shortcuts. Anything else but lecture capture, online quizzes, and boilerplate feedback. 1/2
10 years ago, we should have taught faculty how to be better at the internet: to design for privacy, security, accessibility. Even how to use keyboard shortcuts. Anything else but lecture capture, online quizzes, and boilerplate feedback. 1/2