Searching for "asynchronous"
https://www.universityworldnews.com/post.php?story=20210129110449887
Upskilling for Shared Prosperity predicts that upskilling and reskilling could propel the transition to an economy where human labour is increasingly complemented and augmented – rather than replaced – by new technology, thus improving the overall quality of jobs.
Inertia in educational systems
The new Davos report points out that education systems – in particular secondary and tertiary education – must act and embrace this to play a central role in a comprehensive upskilling agenda.
Several higher education areas urgently need addressing:
• Curricula:
• Technology:
• Education providers:
• Qualifications, experiences and recognition:
• Connectivity:
• Credentialing:
Role of universities
“New arrangements – shorter, modular, part-time, with mixtures of in-person teaching and asynchronous self-directed learning – have to be developed. And to do that in a high-quality manner requires an enormous investment.”
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more on 4th industrial revolution in this IMS blog
https://blog.stcloudstate.edu/ims?s=industrial+revolution
https://www.dailyemerald.com/news/students-cheat-with-online-learning-service-professors-hope-to-identify-users/article_552d56f4-5a31-11eb-98ae-879264ec0299.html
Services like Chegg have become more accessible to students during unproctored exams in the wake of the coronavirus pandemic, causing what UO chemistry professor Shannon Boettcher believes is a “huge problem with academic dishonesty across the nation in the light of remote learning and COVID-19.”
he Digital Millennium Copyright Act’s notice and takedown process requires that service providers remove material that a copyright owner identifies on their website through a valid notice of copyright infringement or become subject to potential secondary liability for assisting with copyright infringement, according to Copyright Alliance.
Chegg Inc. has been sued twice in federal court for claims of copyright infringement, denying allegations in both instances.
Apart from its subscription services, Chegg rents and sells textbooks. The publishing company John Wiley & Sons Inc. filed a lawsuit against Chegg on Dec. 18, 2018, in Manhattan U.S. District Court, alleging that Chegg sold counterfeit versions of its textbooks.
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This $12 Billion Company Is Getting Rich Off Students Cheating Their Way Through Covid
https://www.forbes.com/sites/susanadams/2021/01/28/this-12-billion-company-is-getting-rich-off-students-cheating-their-way-through-covid
Chegg is based in Santa Clara, California, but the heart of its operation is in India, where it employs more than 70,000 experts with advanced math, science, technology and engineering degrees. The experts, who work freelance, are online 24/7, supplying step-by-step answers to questions posted by subscribers (sometimes answered in less than 15 minutes).
Chegg CEO Dan Rosensweig has profited handsomely. His holdings in Chegg plus after-tax proceeds from stock sales add up to $300 million. Rosensweig, who declined to speak to Forbes, has said that Chegg Study was “not built” for cheating. He describes it instead as the equivalent of an asynchronous, always-on tutor, ready to help students with detailed answers to problems. In a 2019 interview, he said higher education needs to adjust to the on-demand economy, the way Uber or Amazon have.
Throughout the pandemic, schools have spent millions on remote proctoring, a controversial practice in which colleges pay private companies like Honorlock and Examity to surveil students while they take tests.
Chegg Study was enjoying steady growth and little competition. Its only serious rival, privately held Course Hero, is a much smaller operation, valued at $1.1 billion, that generates most of its answers from students.
My note:
such proliferation would not have been possible, if the middle and upper administration has been more supportive of faculty when misconduct is detected. If the administration turns blind eye due to “enrollment” and “retention” priorities and curbs faculty reports regarding academic dishonesty, the industry naturally fills out the gap between a mere syllabus statement and inability to act upon it.
There is plenty of lipservice regarding “personalized learning,” but the reality is overworked faculty, who do not have the opportunity to spend sufficient time with students, less to educate them about plagiarism, cheating and similar “auxiliary” trends besides the content of the course.
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more on cheating in this IMS blog
https://blog.stcloudstate.edu/ims?s=cheating
Our HyFlex Experiment: What’s Worked and What Hasn’t
Armed with a can-do spirit, faculty members leaped into hybrid teaching this fall. The results have been decidedly mixed.
By Kevin Gannon OCTOBER 26, 2020
https://www.chronicle.com/article/our-hyflex-experiment-whats-worked-and-what-hasnt
The flexibility afforded to students by HyFlex courses has been evident this semester, but the style of teaching required has proven more difficult to maintain than anticipated. Moreover, that same flexibility has been the proverbial double-edged sword when it comes to student success.
HyFlex courses are hard to build, and even harder to teach.
Designing effective online courses is hard work and differs significantly from in-person teaching. HyFlex courses essentially braid the two together. Moreover, the braiding is even more complicated because the online strand is further divided into synchronous and asynchronous paths.
What seems clear is that institutions using the HyFlex model need to find more and different ways to support faculty members than before. Hire work-study students to wrangle Zoom? Improve the integration and workflow of these various tools? At the very least, we have to acknowledge the significant burden now on classroom instructors, a burden for which very few of us were prepared.
HyFlex’s origin story matters. HyFlex courses were initially developed for graduate students in an educational-technology program.
we needed more in the way of introducing students to HyFlex — more clearly and specifically outlining how the courses work and how to navigate them most successfully.
HyFlex works better for some types of classes than others. It’s no coincidence that faculty members who are finding HyFlex a difficult fit are those whose classes are either completely or mostly discussion-based, perhaps even student-led.
We need to help students learn to become online learners.
Faculty members cannot hide from structural racism and economic inequality any more, because our students were never able to in the first place.
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more on hyflex in this IMS blog
https://blog.stcloudstate.edu/ims?s=hyflex
Introduction to JSON and Structured Data
Dates: November 2nd through 29th, 2020
Instructor: Robert Chavez
Credits: 1.5 CEUs or 15 PDHs
Price: $175
https://libraryjuiceacademy.com/shop/course/161-introduction-json-structured-data/
JSON is a semi-structured data format for encoding data and is a popular language for data sharing and interchange – as such it is considered a good alternative to XML. This materials in this course will cover all the core JSON syntax and data structures as well as:
– structured data as a concept
– core data structuring approaches
– the differences between XML and JSON
– when to use XML, when to use JSON
JSON itself is the language of JSON Schema and JSON-LD. We will also study core JSON Schema, a language that allows annotation and validation of JSON documents, and have an introduction to JSON-LD. JSON-LD is covered in greater depth in a follow-up course, JSON-LD Fundamentals. Both courses are follow-ups to our Certificate in XML and RDF-Based Systems.
https://libraryjuiceacademy.com/shop/course/171-json-ld-fundamentals/
https://libraryjuiceacademy.com/certificate/xml-and-rdf-based-systems/
Robert Chavez holds a PhD in Classical Studies from Indiana University. From 1994-1999 he worked in the Library Electronic Text Resource Service at Indiana University Bloomington as an electronic text specialist. From 1999-2007 Robert worked at Tufts University at the Perseus Project and the Digital Collections and Archives as a programmer, digital humanist, and institutional repository program manager. He currently works for the New England Journal of Medicine as Content Applications Architect.
Course Structure
This is an online class that is taught asynchronously, meaning that participants do the work on their own time as their schedules allow. The class does not meet together at any particular times, although the instructor may set up optional synchronous chat sessions. Instruction includes readings and assignments in one-week segments. Class participation is in an online forum environment.
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more on JSON in this IMS blog
https://blog.stcloudstate.edu/ims?s=json
https://www.facebook.com/groups/onlinelearningcollective/permalink/680939699203398/
Looking for different ways for students to share their knowledge. I’ve done Jamboard, Google Slides, Discussion posts, padlet…I just want something different and am not able to come up with any great ideas here. Anyone come up with anything else fun or interesting? This is for an asynchronous course.
Jamboard, https://edu.google.com/products/jamboard/
Google Slides jambor
Padlet https://padlet.com/
Flipgrid
Canva
Adobe Spark
TikTok
https://dotstorming.com/
Mural.co https://www.mural.co/
Miro https://miro.com/
Sketchnotes https://www.jetpens.com/blog/sketchnotes-a-guide-to-visual-note-taking/pt/892
Pear Deck https://blog.stcloudstate.edu/ims?s=pear+deck
Near Pod https://blog.stcloudstate.edu/ims?s=nearpod
EdPuzzle https://blog.stcloudstate.edu/ims/2017/11/01/digital-assessment-session/
https://www.edutopia.org/article/formative-assessment-distance-learning
Whether we use synchronous or asynchronous online sessions, whether we call it distance or virtual learning, we’re all challenged to provide meaningful education experiences at a distance as the education world grapples with the impact of Covid-19.
Know your purpose
Collect data over time
Focus on feedback
Check for understanding in synchronous sessions
Leverage personal conversations
Check in on SEL
Make it useful
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formative assessment in this IMS blog
https://blog.stcloudstate.edu/ims?s=formative+assessment
10 Tips to Support Students in a Stressful Shift to Online Learning
By Kelly Field MARCH 30, 2020
https://www.chronicle.com/article/10-Tips-to-Support-Students-in/248380
- Survey students about tools and platforms.
- Co-construct your class.
- Favor asynchronous approaches.
- Go low-tech and mobile-friendly.
- Share your story.
- Offer support and resources.
- Create opportunities for students to process the moment.
- Don’t forget about students with disabilities.
- Assign self-care, and model it.
The Difference Between Emergency Remote Teaching and Online Learning
by Charles Hodges, Stephanie Moore, Barb Lockee, Torrey Trust and Aaron Bond Published: Friday, March 27, 2020
https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
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.
Online learning design options (moderating variables)
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.
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More on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning
https://www.nngroup.com/articles/remote-ux/
capture qualitative insights from video recordings and think-aloud narration from users: https://lookback.io/ https://app.dscout.com/sign_in https://userbrain.net/
capture quantitative metrics such as time spent and success rate: https://konceptapp.com/
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
- Enable mutual participation
- Respect schedules
- Keep tools simple
White boards: https://miro.com/ and https://mural.co/
Science and Technology Resources on the Internet E-learning Technologies
April L. Colosimo Associate Librarian McGill University Library & Archives