https://www.edsurge.com/news/2022-03-28-can-personalized-learning-be-scaled-to-ease-teacher-burdens-and-close-achievement-gaps
McGraw Hill Plus, a new tool, Focusing first on math and then expanding to ELA and science, its objective is to make personalized learning scalable.
Smith: The modern classroom sits at the intersection of blended learning, competency-based learning and personalized learning.
reimagine instructional time and use technology to scale personalized learning.
First, pulling data into one place is the key fundamental driver that will change the teacher workflow. Second, we need to manipulate that data into some advanced data visualization tools, so it’s easy for teachers to understand and use. Third, we need to be able to visualize student performance and take action on it.
Using these data analytics, we can drive personalized learning based on student performance. And the last thing is the automation of teacher workflow.
eachers get data visualization from different sources, such as an adaptive software solution like our ALEKS program, our Redbird Mathematics, or our recently acquired Achieve3000 Literacy.
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https://academicpartnerships.uta.edu/articles/healthcare/pros-cons-competencybased-learning.aspx
The Glossary of Education Reform, “Competency-based learning refers to systems of instruction, assessment, grading, and academic reporting that are based on students demonstrating that they have learned the knowledge and skills they are expected to learn as they progress though their education.”
The benefits, or drawbacks, of competency-based learning (CBL) — also known as competency-based education, mastery-based education, performance-based education, standards-based education and proficiency-based education — are up for debate. Regardless, there are an increasing number of these types of programs, particularly in for-profit colleges.
Competency-based education, in short, focuses on mastery of content, not on how long it takes to learn it.
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What’s the Difference Between Project- and Challenge-Based Learning, Anyway?
https://www.edsurge.com/news/2017-12-27-what-s-the-difference-between-project-and-challenge-based-learning-anyway
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Problem-Based Learning vs. Project-Based Learning
https://teachingcommons.unt.edu/teaching-essentials/engaged-learning/problem-based-learning-vs-project-based-learning
Problem-based learning is a category of experiential learning that involves students in the process of critical thinking to examine problems that lack a well-defined answer. In problem-based learning, students are given a problem with only preliminary information. They work towards solving the problems themselves, rather than reviewing how others have resolved the situation or problem as in a case study. They do not produce a product as in project-based learning, and students are not necessarily working in the community unless they are gathering data.
Problem-based learning fosters students’ metacognitive skills. They must be consciously aware of what they already know about an area of discovery as well as what they do not know.
Project-based learning is a category of experiential learning where students are presented with a complex problem or question that has multiple potential solutions and possibilities for exploration. However, after studying this problem or question in their teams, students are challenged to develop a plan and create a product or artifact that addresses the problem.
Does Presence Equal Progress? Tracking Engagement in Online Schools
https://www.edsurge.com/news/2016-09-25-does-presence-equal-progress-tracking-engagement-in-online-schools
Embracing online school requires a new mindset, as well as new criteria for measuring academic success—measures that take into account the nature of teaching and learning online, the types of students online schools serve, and the unique ways in which those students learn.
Teachers interact with students during synchronous learning sessions, and they connect one-on-one through calls, online chats, texts, and interactive whiteboard sessions.
Accountability measures must adapt to and reflect a self-paced, competency-based learning environment. A traditional one-size-fits-all rubric does not translate cleanly with respect to online schools.
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more on online engagement in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+engagement
Bryan Alexander (BA) Future Trends of Sept. 7
Are you seeing enrollments change? Which technologies hold the most promise? Will your campus become politically active? What collaborations might power up teaching and learning?
- the big technological issues for the next year?
robotics? automation in education? big data / analytics?
organizational transformation. David Stone (Penn State) – centralization vs decentralization. technology is shifting everywhere, even the registrar. BA – where should be the IT department? CFO or Academic Department.
difference between undergrads and grad students and how to address. CETL join center for academic technologies.
faculty role, developing courses and materials. share these materials and make more usable. who should be maintaining these materials. life cycle, compensation for development materials. This is in essence the issues of the OER Open Education Resources initiative in MN
BA: OER and Open Access to Research has very similar models and issues. Open access scholarship both have a lot of impact on campus finances. Library and faculty budges.
Amanda Major is with Division of Digital Learning as part of Academic Affairs at UCF: Are there trends in competency-based learning, assessing quality course and programs, personalized adaptive learning, utilizing data analytics for retention and student success? BA: CBL continue to grow at state U’s and community colleges.
BA for group discussions: what are the technological changes happening this coming year, not only internally on campus, but global changes and how thy might be affecting us. Amazon Dash button, electric cars for U fleet, newer devices on campus
David Stone: students are price-sensitive. college and U can charge whatever they want and text books can raise prices.
http://hechingerreport.org/ next week
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more on future trends in this IMS blog
https://blog.stcloudstate.edu/ims/2017/05/30/missionu-on-bryan-alexanders-future-trends/
The emergence of the chief online officer position at many institutions is strong evidence that online education is becoming more mainstream
Revenue generation and tuition
most responding institutions have online program tuition rates that are aligned with standard tuition or that are higher. Those higher tuition rates ranged from 12 percent of private institutions to 29 percent of four-year public institutions, and lower than standard tuition rates ranged from 3 percent of community colleges to 37 percent of private institutions. None of the larger online programs reported tuition rates for online students that are lower than standard tuition rates, and 20 percent reported higher tuition rates for online study.
Course development
Forty percent of chief online officers in larger programs larger programs use instructional design support, and 30 percent use a team approach to online course design. Ten percent outsource course design.
This kind of course development is in stark contrast to practices of chief online officers in mid-sized and smaller programs. Among the smallest online education programs, 18 percent of chief online officers expect faculty to develop online courses independently, and 53 percent treat instructional design support as a faculty option. This means that a combined 71 percent of smaller programs do not mandate the use of instructional design specialists.
In 13 percent of mid-sized programs, faculty are expected to develop courses independently, and in 64 percent of mid-sized programs, they are free to choose whether or not to involve instructional design specialists, yielding a combined 77 percent of programs that do not require the use of instructional design expertise.
Teaching, learning and technology
The CHLOE survey also asked chief online officers to name three technologies or tools they consider most important or innovative for their institution’s fully-online programs. Eighty-one percent first listed an LMS, while others named audio and video conferencing and lecture capture. The technologies most-cited for second- and third-most important were conferencing, video and lecture capture software. (see Plamen’s effort to start faculty discussion on lecture capture here: http://blog.stcloudstate.edu/coursecapture/)
“There was no sign of much-hyped innovations like adaptive learning, competency-based education LMS solutions, or simulation or game-based learning tools,” according to the study. “Such tools may be in use for specific courses or programs but based on responses to CHLOE, these have yet to achieve institution-wide adoption at any scale.” (see Plamen’s efforts start a discussion on game-based learning here: https://blog.stcloudstate.edu/ims?s=game-based+learning
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more on online ed in this IMS blog:
https://blog.stcloudstate.edu/ims?s=online+education
| Proportion of Content
Delivered Online |
Type of Course
|
Typical Description
|
|
0%
|
Traditional
|
Classroom-based teaching with assignments and activities which students pursue independently of each other. |
|
1 to 29%
|
Web Facilitated
|
Web resources and technologies are used to facilitate what is essentially a face-to-face course. May use webpages and course management systems (CMS) to post syllabuses, readings and assignments. |
|
30-79%
|
Blended / Hybrid
|
Course blends online and face-to-face delivery. Substantial parts of the content are delivered online and discussions, team projects and activities and web safaris are used for learning. The number of face-to-face sessions is decreased as the volume of online activity increases. |
|
80+%
|
Online
|
A course where all, or almost all, of the content is delivered online with no or a very small number of face-to-face meetings. |
- Synchronous learning
- Asynchronous learning
Flipped Classroom
Competency-Based Learning
open learning
Flexible learning (badges)
Gamification
Immersive Learning Environments
Adaptive Learning and Assessment
Systems
Simulation
Immersive Tutoring |
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Glossary of Online Learning Terms http://theelearningcoach.com/resources/online-learning-glossary-of-terms/
E-Learning Terms
http://www.bpcc.edu/educationaltechnology/glossary.html