how the digital medium will foster engagement and enhance learning outcomes.
aware of the implications of having students post content on third-party services (those not provided or hosted by your institution).
Social media usage in the classroom intersects with both FERPA and Copyright Compliance, so keep this checklist handy as you develop your class activity.
Include details about the activity in your syllabus & course description.
Link to institutional policies.
Use aliases for social media accounts.
Teach your students to use digital media responsibly.
Know where to provide assignment feedback.
Don’t use personal accounts for university business.
Understand the Terms of Service.
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
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
Each student learns differently and assessment is not linear. Learning for different students can be a longer or shorter path.
assessment comes before badges
what are credentials:
how well i can show my credentials: can i find it, can i translate it, issuer, earner, achievement description, date issued.
the potential to become an alternative credentialing system to link directly via metadata to validating evidence of educational achievements.
DB is not an assessment, it is the ability to demonstrate the assessment.
They are a motivational mechanism, supporting alternative forms of assessment, a way to credentialize learning, charting learning pathways, support self-reflection and planning
This means that you’ll no longer have to deal with nerve-wracking copy-and-paste headaches since all formatting preferences from Docs will automatically be applied to the copy in WordPress.
But more importantly: You’ll also be able to edit pieces with partners and colleagues simultaneously and follow the changes they make in real-time.
The nifty integration will be available for any WordPress.com blog as well as any WordPress.org website equipped with the Jetpack plugin. All you have to do to enable it is authorize the add-on with access to your blog by signing up to your WordPress account.
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. firstname.lastname@example.org My note: I emailed Andy and will attach his dissertation to this blog, if interest
my note: Avoid using infographics for purposes, which toodoo can serve. Infographics are for about visualization of stats, not just visualization. #FindTheRightTool
By Vicki E. Phillips
As instructors, we are constantly looking for new ways to capture our students’ attention and increase their participation in our classes, especially in the online modalities. We spend countless hours crafting weekly announcements for classes and then inevitably receive multiple emails from our students asking the very same questions that we so carefully and completely answered in those very same announcements! The question remains, how do we get them to read our posts?
It was precisely that problem I was trying to solve when I came across several articles touting the benefits of comics in higher education classrooms. I knew I couldn’t create an entire comic book, but I wondered if I could create a content-related cartoon that would not only capture students’ attention and maybe make them laugh, but also interest them enough that they would read the entire announcement or post. In doing so, I would be freed from responding to dozens of emails asking the same questions outlined in the announcements and students could focus on the homework.
A quick Internet search led me to a plethora of free “click and drag” cartoon making software applications to try. I started posting my own cartoons on characters, themes, etc. on the weekly literature we were studying in my upper division American and Contemporary World Literature classes, as well as to offer reminders or a few words of encouragement. Here’s an example of one I posted during week 7 of the semester when students can become discouraged with their assignment load: http://www.toondoo.com/cartoon/10115361
After a positive response, I decided to provide my online students the opportunity to try their hand at cartoon creation. I created a rubric and a set of instructions for an easy to use, free program that I had used, and I opened up the “cartoon challenge” to the students. The results were nothing short of amazing—what intrigued me the most was the time and effort they took with their cartoons. Not only did they create cartoons on the story we were reading, but they also wrote additional posts explaining their ideas for the creation, discussing why they chose a particular scene, and identifying those elements pertinent to the points they were making. These posts tended to receive many more substantial comments from their peers than the traditional discussion board posts, indicating they were being read more.
When students in my face-to-face course heard about the cartoons, they asked to try this approach as well. Their cartoons, shared in class via the overhead projector, led to some of the most engaging and interesting discussions I have ever had in the residential literature classes as students explained how they came up with the elements they chose, and why they picked a certain scene from the reading. The positive student feedback has been instrumental in my continuing to offer this option in both my online and face-to-face classes.
How does one get started in making these cartoons? The good news is you do not have to be an artist to make a cartoon! There are free programs with templates, clip art, and all the elements you would need to click and drag into place all those wonderful ideas you have simmering in your brain. My favorite to use is ToonDoo, available at http://toondoo.com. I like it because there are literally hundreds of elements, a search bar, and it lets me customize what I want to say in the dialog bubbles. It is very user friendly, even for those of us with limited artistic ability.
The whole experience has been overwhelmingly positive for me, and judging from the feedback received, for the students as well. It has also reminded me of one of my teaching goals, which is to incorporate more activities which would fall under assimilating and creating aspects of Bloom’s Taxonomy (Bloom’s Revised Taxonomy, 2001). If that is your goal as well, then try inserting a cartoon in those weekly announcements and ask for feedback from your students—I think you’ll be pleasantly surprised!
Armstrong, Patricia (n.d.) Bloom’s Taxonomy, Vanderbilt University, Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/#2001
Pappas, Christopher (2014) The 5 Best Free Cartoon Making Programs for Teachers. Retrieved from: https://elearningindustry.com/the-5-best-free-cartoon-making-tools-for-teachers
Vicki E. Phillips is an assistant professor of English and Literature at Rasmussen College, Ocala, Fla.
The 27-unit course will use 2U’s online learning platform for live, weekly meetings. Between sessions, students will have access to interactive content designed by MICS faculty. Students will also have the opportunity to visit campus to meet faculty and classmates and attend lectures and workshops curated specifically for students in the program.
I absolutely echo Kimber’s notion that a team approach to course development can actually take longer, even when one of the team members is an instructional designer. Perhaps because faculty members are used to controlling all aspects of their course development and delivery, the division of labor concept may feel too foreign to them. An issue that is similar in nature and referred to as ‘unbundling the faculty role’ is discussed at length in the development of competency-based education (CBE) courses and it is not typically a concept that faculty embrace.
I will also confirm that the team approach to course development can take longer. Indeed it does in my experience. It requires much more “back and forth”, negotiating of who is doing what, ensuring that the overall approach is congruent, etc. That’s not to say that it’s not a worthwhile endeavor in some cases where it makes pedagogical sense (in our case we are designing courses for 18-22 year-old campus-based learners and 22+ year-old fully online learners at the same time), but if time/cost savings is the goal, you will be sorely disappointed, in my experience. The “divide and conquer” approach requires a LOT of coordination and oversight. Without that you will likely have a cobbled together, hodgepodge of a course that doesn’t meet expectations.
Best, Carine Director, Office of Instructional Design & Academic Technology Ottawa University 1001 S. Cedar St. * Ottawa, KS 66067 email@example.com * 785-248-2510
Breaking up a course and coming up with a cohesive design and approach, could make the design process longer. At SSC, we generally work with our faculty over the course of a semester for each course. When we’ve worked with teams, we have not seen a shortened timeline.
The length of time it takes to develop a course depends on the content. Are there videos? If so, they have to be created, which is time-consuming, plus they either need to have a transcript created or they need subtitles. Both of those can be time-consuming. PowerPoint slides take time, plus, they need more content to make them relevant. We are working with our faculty to use the Universal Design for Learning model, which means we’re challenging them to create the content to benefit the most learners
I have a very small team whose sole focus is course design and it takes us 3-4 weeks to design a course and it’s our full-time job!
Linda C. Morosko, MA Director, eStarkState Division of Student Success 330-494-6170 ext. 4973 firstname.lastname@example.org
Kelvin, we also use the 8-week development cycle, but do occasionally have to lengthen that cycle for particularly complex courses or in rare cases when the SME has had medical emergencies or other major life disruptions. I would be surprised if multiple faculty working on a course could develop it any more quickly than a single faculty member, though, because of the additional time required for them to agree and the dispersed sense of responsibility. Interesting idea.
Dr. Kimberly D. Barnett Gibson, Assistant Vice President for Academic Affairs and Online Learning Our Lady of the Lake University 411 SW 24th Street San Antonio, TX 78207 Kgibson@ollusa.edu210.431.5574 BlackBoard IM kimberly.gibson https://www.pinterest.com/drkdbgavpol/ @drkimberTweets
Hello everyone. As a follow-up to the current thread, how long do you typically give hey course developer to develop a master course for your institution? We currently use an eight week model but some faculty have indicated that that is not enough time for them although we have teams of 2 to 4 faculty developing such content. Our current assumption is that with teams, there can be divisions of labor that can reduce the total amount time needed during the course development process.
Kelvin Bentley, PhD Vice President of Academic Affairs, TCC Connect Campus Tarrant County College District
At Berkeley College, full-time faculty may develop online courses in conjunction with an instructional designer. The course is used as a master template for other sections to be assigned from. Once the course has been scheduled and taught, the faculty member receives a stipend. The faculty member would receive their normal pay to teach the developed course as part of their semester course load, with no additional royalties assigned for it or any additional sections that may be provided to students.
Regards, Gina Gina Okun Assistant Dean, Online Berkeley College 64 East Midland Avenue, Suite 2, Paramus, NJ 07652 (973)405-2111 x6309 email@example.com
We operate with nearly all adjunct faculty where >70% of enrollment credits are onlinez
With one exception that I can recall, the development contract includes the college’s outright ownership, with no royalty rights. One of the issues with a royalty based arrangement would be what to do when the course is revised (which happens nearly every term, to one degree or another). At what point does the course begin to take on the character of another person’s input?
What do you do if the course is adapted for a shorter summer term, or a between-term intensive? What if new media tools or a different LMS are used? Is the royalty arrangement based on the syllabus or the course content itself? What happens if the textbook goes out of print, or an Open resource becomes available? What happens if students evaluate the course poorly?
I’m not in position to set this policy — I’m only reporting it. I like the idea of a royalty arrangement but it seems like it could get pretty messy. It isn’t as if you are licensing a song or an image where the original product doesn’t change. Courses, the modes of delivery, and the means of communication change all the time. Seems like it would be hard to define what constitutes “the course” after a certain amount of time.
I’ve worked with many institutions that have used Subject Matter Experts (SMEs) to develop or provide the online course content. Most often, the institutions also provide a resource in the form of an Instructional Designer (ID) to take the content and create the actual course environment.
The SME is paid on a contract basis for provision of the content. This is a one-time payment, and the institution then owns the course content (other than integrated published materials such as text books, licensed online lab products, etc.). The SME may be an existing faculty member at the institution or not, or the SME may go on to teach the course at the institution. In any event, whoever teaches the course would be paid the standard faculty rate for the course. If the course requires revisions to the extent that a person will need to be engaged for content updates, then that can be a negotiated contract. Typically it is some fraction of the original development cost. No royalties are involved.
Within SUNY, there is some variance regarding whether a stipend is paid for development or not. In either case, since we are unionized there is policy regarding IP. IP resides with the faculty developer unless both parties agree in writing in the form of a contract to assign or share rights.
Thank you for your feedback on this issue. Our institution does does not provide a royalty as we consider course development as a fee-for-service arrangement. We pay teams of 2-4 faculty $1000 each to develop master course shells for our high-enrollment courses. Instead of a royalty fee, I think an institution can simply provide course developers the perk of first right of refusal to teach the course when it offered as well as providing course developers with the first option to make revisions to the course shell over time.
Kelvin Bentley, Ph.D. Vice President of Academic Affairs, TCC Connect Campus Tarrant County College District
Once upon a time, and several positions ago, we set up a google doc for capturing all kinds of data points across institutions, like this. I’m sure it’s far out of date, but may still have some ideas or info in there – and could possibly be dusted off and oiled up for re-use… I present the Blend-Online Data Collector. This tab is for course development payment.
Assistant Dean, Instructional Design and Technology
University of Maryland School of Social Work—Twitter … LinkedIn —voice/SMS: (646) 535-7272fax: 270.514.0112
Just want to clarify…you say faculty “sign over all intellectual property rights of the course to the college.” but later in the email say “Faculty own all intellectual property and can take it with them to teach at another institution”, so is your policy changing to the former? Or, is it the later and that is what you are asking about?
I’ll send details on our policy directly to your email account.
I am tasked with finding out what the going rate is for the following model:
We pay an adjunct faculty member (“teaching faculty”) a set amount in order to develop an online course and sign over all intellectual property rights of the course to the college.
Is anyone doing this? I’ve heard of models that include royalties, but I personally don’t know of any that offer straight payment for IP. I know this can be a touchy subject, so feel free to respond directly to me and I will return and post a range of payment rates with no other identifying data.
For some comparison, we are currently paying full time faculty a $5000 stipend to spend a semester developing their very first online class, and then they get paid to teach the class. Subsequent online class developments are unpaid. Emerson owns the course description and course shell and is allowed to show the course to future faculty who will teach the online course. Faculty own all intellectual property and can take it with them to teach at another institution. More info: http://www.emerson.edu/itg/online-emerson/frequently-asked-questions
I asked this on another list, but wanted to get Blend_Online’s opinion as well. Thanks for any pointers!
Director | Instructional Technology Group | 403A Walker Building | Emerson College | 120 Boylston St | Boston MA 02116 | (617) 824-3093
Ellen M. Murphy
Director of Program Development
Graduate Professional Studies