company or group who is doing online program evaluation?
this information is extracted from the Blend-Online discussion list
Do you know any company or group who is doing online program evaluation? Our school is seeking a consulting group to come to review our online programs and identify areas relate to online learning that we need to improve.
Carrie Halpin, Ph.D. Professor/Instructional Designer & Technologist eLearning & Instructional Technology (eLIT) Virginia Western Community College 3095 Colonial Ave. SW, Roanoke, VA 24015 Office: Brown Library 102 Phone: 540-857-6636 Fax: 540-857-6138 Email: email@example.com
will do both of those things using a fee-for-service model versus a revenue-sharing model like Academic Partnerships or 2U. I have no personal experience with any OPM, but iDesign is the only one I know of that offers that ala carte type service.
more on evaluations regarding online teaching in this IMS blog
he EDUCAUSE Blended and Online Learning Constituent Group Listserv
Quick poll – do you require your faculty to be trained how to teach online before they are allowed to teach an online course at your institution?
Kristen Brown, Assistant Director, UofL Online
YES. Our faculty are required to complete two classes. One on using the LMS and the other is a 5-week moderated course called Teaching Online. Both courses are offered online.
Linda C. Morosko, MA Director, eStarkState Division of Student Success
Chad Maxson, EdD │ Dean of Online Learning, Olivet Nazarene University │ Center for Teaching and Learning One University Avenue │ Bourbonnais, IL 60914
Gina Okun Assistant Dean, Online Berkeley College 64 East Midland Avenue, Suite 2 Paramus, NJ 07652
The online academic program director (i.e. MBA, M.Ed.) and I meet with each new instructor to go materials that cover providing instructor presence and best practices in general. I also ask that they sign something that lists 14 online teaching practices we expect as an institution. They also have to complete some LMS training so that they can post announcements, participate in discussions, and manage their gradebook.
We are currently designing a more formal 6 hour online training that is required.
Course design is separate and that’s a 16 week process with our designers.
Tex Brieger Director of Distance Education (814) 871-7134
Absolutely. Also, we give them a stipend to attend the training and develop and online course.
Linda S. Futch, Ed.D. Department Head, Course Design and Development Center for Distributed Learning University of Central Florida
I think the bigger need is for ongoing training for recertification to teach online as technology and online pedagogical models evolve over time.
Kelvin Kelvin Bentley <timelord33@GMAIL.COM>
At Suffolk yes, we do. Over time that went from essentially “how to make the LMS work” to a Faculty Academy where faculty spend an entire semester working as a cohort to examine online pedagogy and best practices. The latter works much better for sound course development.
Doug Kahn College Assistant Dean for IT Operations Suffolk County Community College 533 College Road Selden, NY 11784
I can’t speak of other accrediting bodies, but SACS-COC is fairly clear in its documentation that faculty should be adequately trained before teaching online. Prior to my arrival at U of R in 2015, I worked for 20 years at E. Carolina U. which has a large assortment of online programs and courses. I assisted in the process of designing several online training modules that were to serve as “basic training” (with assessments) for online instructors…directly due to needing to meet accreditation guidelines. As part of documentation for reaffirmation/reaccreditation, had to provide documentation showing that faculty had successfully completed the training. I believe it is required to complete every three years.
Michael Dixon, Assistant Director Center for Teaching, Learning & Technology University of Richmond
I wish we did, but we do not. We run up against contract issues with. Certainly, this could be changed with institutional will but would require a shift in how our agreements with the faculty union.
TRAVIS FREEMAN, MFA EDUCATIONAL DEVELOPER FACULTY AND CURRICULUM DEVELOPMENT CENTRE (FCDC) Office Location: 113 McCaul St, Room 501 T 416 977 6000 x3358 E firstname.lastname@example.org
more on online teaching in this IMS blog
A New World: VR and AR Tech Developments
Authors: by Emory Craig and Maya Georgieva Monday, July 17, 2017
We’re now seeing a move toward mid-range, standalone VR headsets with everything built into the device. Some include their own processors, while others, like the forthcoming Microsoft headset, will work with current desktops. Microsoft’s device claims to do both VR and a modified version of mixed reality
The low end of the VR spectrum has been dominated by Google Cardboard, with over 10 million distributed
AR burst into the public’s consciousness with the Pokemon Go craze in 2016. And Snap (formerly Snapchat) expanded the range of their social media platform with the release of Spectacles, their wearable glasses and World Lens filters that add digital objects to your environment. A second version of Spectacles may include far more extensive AR capabilities.
At Facebook’s spring F8 conference, Mark Zuckerberg made the case that our mobile cameras will be the first popular AR platform. Apple just announced ARKit for iOS at their June WWDC developers conference.
Meta Glasses has been developing its own mixed reality unit that offers a wider field of view than the 40° of HoloLens. And Intel’s Project Alloy promises a “Merged Reality” headset prototype combining both VR and AR by the end of this year.
Aryzon which is creating a Google Cardboard-like device for simple AR experiences. Another is the NOLO Project, which offers an HTC Vive-like experience with full freedom of movement using only a plastic headset and your phone.
Google Glass 2.0
Top 5 Vendors in Global AR Education Market
Market research firm Technavio has identified the top five vendors in the global augmented reality (AR) in education market. The companies are EON Reality, DAQRI, GAMOOZ, Magic Leap and QuiverVision, according to a newly published report.
more on VR in this IMS blog
20 essential apps to include in online courses
From attending class to talking with peers and professors, and from going to the local bookstore to having everything on a laptop in a dorm room, students on campus typically have a more “organic” learning experience than an online student who may not know how to best access these features of a higher education in an entirely mobile setting.
The essentials for getting started
Computer terms (Android) (Apple): Online learning means you’ll need to know basic computer technology terms. Both apps are free and break down terms ranging from words like “cache” to “hex code,” all in layman’s language.
Mint (Android) (Apple): Online learning students are usually financially savvy, looking for less expensive alternatives to traditional four-year tuition. This app allows students to keep careful track of personal finances and spending.
Study Tracker (Android) (Apple): These paid apps help track the time spent on courses, tasks and projects to help online students better manage their time and be able to visualize unique study patterns with the aim of ultimately improving efficiency.
Wi-Fi Finder (Android) (Apple): It’s a no-brainer: If you’re learning online and on-the-go, you’ll probably need to find a connection!
To access actual courses (LMS)
Blackboard Mobile (Android) (Apple): Access all courses that are integrated with Blackboard’s LMS.
Canvas (Android) (Apple). Access all courses integrated with Canvas by Instructure.
Moodle (Android) (Apple): Access all courses integrated with this open-source learning platform.
My note: No D2L in this list, folks; choose carefully in 2018, when MnSCU renews its D2L license
For access to files and remote annotation
Documents to Go (Android) (Apple): Students can access the full Microsoft Office suite, as well as edit and create new files without requiring a cloud app for syncing.
Dropbox (Android) (Apple): This app allows students to access any-size files from their computer anytime, anywhere. My Note: Google Drive, SCSU File space as alternatives.
iAnnotate (Android) (Apple): Read, edit and share PDFs, DOCs, PPTs, and image files.
Instapaper (Android) (Apple): Recall websites for research purposes; strip away clutter for an optimized view of content; and read anywhere, since no internet connection is needed.
Marvin (Apple): A completely customizable eBook reader that includes DRM-free books, customizable formats, layouts, and reading gestures, as well as highlighting and annotations tools. Considered one of the best replacements for the Stanza app, which is now discontinued.
Pocket (Android): An app that allows students to save websites, blog posts, videos, and other online resources to access at a later time. It also saves the information to the device, meaning no internet connection is needed.
Wolfram Alpha (Android) (Apple): Considered the scholar’s version of Google, this app is a search engine that reveals precise information for natural-language searches. For example, if you ask “What is the graduation rate for Harvard?” the engine will bring up exact numbers with citations and suggestions for similar queries.
For online communication with peers and profs
Dragon Dictation (Android) (Apple): Create text messages, social media posts, blog posts and more by using your voice (speech-to-text). According to the company, Dragon Dictation is up to five times faster than typing on the keyboard.
Evernote (Android) (Apple): Whenever you look at a list of education apps, Evernote is usually listed. This app allows students to scribble notes, capture text, send notes to computers and other users, and much more for ultimate multi-media communication.
Hangouts (Android) (Apple): Google’s social network shines for its own online video chat solution, which lets teachers, students and third-party experts easily videoconference in groups—it’s even been used to broadcast presenters live to packed auditoriums. My note: desktopsharing is THE most important part. Alternatives: SCSU subscription for Adobe Connect. Skype also has desktopsharing capabilities
Quora (Android) (Apple): Ask questions to experts including astronauts, police officers, lawyers, and much more to receive industry-insider responses.
Smartsheet (Android) (Apple): An app that allows students to create task lists and assign deadlines to share with remote group/team members.
Tom’s planner (Web): A Gantt chart-based, online planning tool that uses color-coded charts to reveal work completed and many more features for project management.
more on online learning in this IMS blog
Survey: University Deans Predict Significant Change in the Next Decade
By Rhea Kelly 06/28/17
new study, “The State of Innovation in Higher Education,” in which 2U and the Academy for Innovative Higher Education (a partnership between Arizona State University and Georgetown University) polled 109 deans across the country about their views on innovation in higher ed. Sixty-one percent of respondents come from public universities and 60 percent have at least five years of tenure in their jobs.
The survey findings reveal a mix of confidence and concern about an uncertain future for U.S. higher education:
- 83 percent of respondents believe that the higher education system today is the best or one of the best in the world;
- 61 percent think the higher education system will still be the best or one of the best in the world in 10 years;
- 91 percent expect the number of online programs at their institution to increase in the next decade;
- 78 percent said colleges and universities are doing a good, very good or excellent job of fostering academic innovation;
- A quarter of respondents think the higher education system is heading in the right direction; and
- A third of respondents said the pace of change at their own institutions is “too slow,” citing lack of money as the biggest hurdle to change.
“We also found that, amid rising tuition prices and student debt, most deans still believe that higher education is a good return on the investment,” added Selingo.
The full report is available here.
more on administration about university future in this IMS blog
Stunning market data predicts the future of online learning
Cloud services, compatible LMS will be critical to online learning classes and courses.
By Meris Stansbury June 26th, 2017
e “6 million students? Must-know facts about online enrollment.”]
- The numbers reveal a year-to-year online enrollment increase of 226,375 distance education students–a 3.9 percent increase, up over rates recorded the previous two years. More than 6 million students are now online learners, according to the report.
- More than one in four students (29.7 percent) now take at least one distance education course (a total of 6,022,105 students).
- Graduate students are twice as likely to take all of their courses online (26 percent) as undergraduate students (12 percent).
- The number of students studying on a campus has dropped by almost 1 million (931,317) between 2012 and 2015.
- The majority of “exclusively distance” students live in the same state as their institution (55 percent), while 42 percent are studying online at an out-of-state institution.
- Public institutions educate the largest proportion of online students (67.8 percent), though more online learners in private institutions attend nonprofit schools than for-profits, according to the data.
And according to LMS provider Docebo, the 2016 world-wide revenue for self-paced online learning products and services (in US$ millions) exceeded $23 million in North America, beating out Europe and even Asia by a large margin.
Going corporate: According to the latest market study by Technavio, the size of the global corporate online learning market is predicted to reach an approximate amount of USD 31 billion in revenue by the end of 2020.
An important component: Within online learning, the LMS market is expected to grow at an incredible rate—a CAGR of 24 percent by 2020.
The biggest growth: Within online learning, the cloud is also growing at a tremendous rate. IT spending is steadily shifting from traditional IT offerings to cloud services, and the aggregate amount of cloud is expected to go from $111 billion in 2016 to $216 billion in 2020.
more on online learning in this IMS blog
The Internet of Things (IoT), augmented reality, and advancements in online learning have changed the way universities reach prospective students, engage with their current student body, and provide them the resources they need.
more on disruptive technologies in this IMS blog
Asynch Delivery and the LMS Still Dominate for Online Programs
By Dian Schaffhauser 05/22/17
a recent research project by Quality Matters and Eduventures, the “Changing Landscape of Online Education (CHLOE)” offers a “baseline” examination of program development, quality measures and other structural issues.
95 percent of larger programs (those with 2,500 or more online program students) are “wholly asynchronous” while 1.5 percent are mainly or completely synchronous. About three-quarters (73 percent) of mid-sized programs (schools with between 500 and 2,499 online program students) and 62 percent of smaller programs are fully asynchronous.
The asynchronous nature of this kind of education may explain why threaded discussions turned up as the most commonly named teaching and learning technique, mentioned by 27.4 percent of respondents, closely followed by practice-based learning, listed by 27.3 percent of survey participants.
Blackboard and Instructure Canvas dominated. Audio- and videoconferencing come in a “distant second,” according to the researchers. The primary brands that surfaced for those functions were Adobe Connect, Cisco WebEx, Zoom, Kaltura, Panopto, TechSmith Camtasia and Echo360.
While the LMS plays a significant role in online programming, the report pointed to a distinct lack of references to “much-hyped innovations,” such as adaptive learning, competency-based education systems, simulation or game-based learning tools. (my note: my mouth run dry of repeating every time people start becoming orgasmic about LMS, D2L in particular)
four in 10 require the use of instructional design support, three in 10 use a team approach for online course design and one in 10 outsources the work. Overall, some 80 percent of larger programs use instructional design expertise.
In the smallest programs, instructional design support is treated as a “faculty option” for 53 percent of institutions. Another 18 percent expect faculty to develop their online courses independently. For 13 percent of mid-sized programs, the faculty do their development work independently; another 64 percent may choose whether or not to bring in instructional design help. (my note: this is the SCSU ‘case’)
Among the many possible quality metrics suggested by the researchers, the five adopted most frequently for internal monitoring were:
- Student achievement of program objectives (83 percent);
- Student retention and graduation rates (77 percent);
- Program reputation (48 percent);
- Faculty training (47 percent); and
- Student engagement measures (41 percent).
8 Tips for Lecture Capture on a Shoestring
By Dian Schaffhauser 05/17/17
Whether you’re flipping your courses, creating videos to help your students understand specific concepts or recording lectures for exam review, these tips can help you optimize your production setup on a tight budget.
1) Speak Into the Microphone
2) Reconsider Whether You Want to be a Talking Head
3) Keep Your Recording Device Steady
4) Avoid Using the Camera Built Into Your Laptop
“online video platforms,”
TechSmith Relay, Panopto, Tegrity and Kaltura
6) Forget About Editing Your Videos
7) Remember Accessibility
Record your video and upload it to YouTube. YouTube will apply its machine transcription to the audio as a starting point. Then you can download the captions into your caption editor and improve on the captions from there. Afterward, you can delete the video from YouTube and add it to your institution’s platform.
lecture capture in this IMS blog