more on online discussions in this IMS blog
more on online discussions in this IMS blog
We answer the question we are asked. Asking good questions improves instructor/student communications and designing successful discussions begin by drafting good questions. Many of us are looking for ways to improve online discussion activities: let’s start with the questions we ask. Through a presentation and a facilitated discussion, we will explore how to get the type of responses we are looking for by looking at what makes a question effective.
About the presenter: Treden Wagoner, Instructional Designer, has an MA in Education and over 20 years’ teaching experience. He has specialized in education technology since 2002. As an instructional designer, Treden works with CEHD instructors to develop effective course sites and the integration of technology for teaching and learning. His interest in asking good questions began when he was an art museum educator.
Date: Thursday, April 18, 2019, 3:00−4:00 p.m. CDT
Code: 746 250 839
previous webinars’ recordings:
Learning Commons YouTube Channel
more on instructional design in this IMS blog
Most students do not want an online education, and many are calling for reductions in tuition fees to compensate for what they perceive might be a lower-quality education and experience. Some might choose to wait for a return to on-campus delivery.
Most professors do not want to teach in an online environment because they value engaging with students in discussions, debates, and laboratory demonstrations. There are many good pedagogical reasons why most post-secondary education continues to take place in a face-to-face, on-campus delivery mode despite the longstanding availability of technology to support online teaching.
Professor and student preferences aside, there is a more pressing problem looming.
There is precious little time for professors to change all of their courses to an online mode of delivery.
Nova Scotia Universities and Colleges need a significant and urgent infusion of funding from the provincial government to cover the increased costs of converting post-secondary education into an entirely different mode of operation over the next three months. Universities cannot be expected to cover those costs alone, and neither should students.
more on online teaching in this IMS blog
Wednesday, 11/21/2018 – Wednesday, 12/12/2018
Looking for a beginner’s crash course in game making software and process? Games can be an excellent teaching resource, and game development is easier than ever. Whether you’re looking to develop your own teaching resources or run a game-making program for users, this course will give you the information you need to choose the most appropriate software development tool, structure your project, and accomplish your goals. Plain language, appropriate for absolute beginners, and practical illustrative examples will be used. Participants will receive practical basic exercises they can complete in open source software, as well as guides to advanced educational resources and available tutorials.
This is a blended format web course:
The course will be delivered as 4 separate live webinar lectures, one per week on Wednesday November 21 and then repeating Wednesdays, November 28, December 5 and December 12 at Noon Central time. You do not have to attend the live lectures in order to participate. The webinars will be recorded and distributed through the web course platform for asynchronous participation. The web course space will also contain the exercises and discussions for the course.
Who Should Attend
Library staff looking to develop educational games or run game making programs for users (including tween or teen users).
Ruby Warren believes in the power of play, and that learning is a lot more effective when it’s interactive. She is the User Experience Librarian at the University of Manitoba Libraries, where she recently completed a research leave focused on educational game prototype development, and has been playing games from around the time she developed object permanence.
Moodle and Webinar login info will be sent to registrants the week prior to the start date.
more on games and libraries in this IMS blog
Online learning here is used as a blanket term for all related terms:
Web enhanced learning occurs in a traditional face-to-face (f2f) course when the instructor incorporates web resources into the design and delivery of the course to support student learning. The key difference between Web Enhanced Learning versus other forms of e-learning (online or hybrid courses) is that the internet is used to supplement and support the instruction occurring in the classroom rather than replace it. Web Enhanced Learning may include activities such as: accessing course materials, submitting assignments, participating in discussions, taking quizzes and exams, and/or accessing grades and feedback.”
Goette, W. F., Delello, J. A., Schmitt, A. L., Sullivan, J. R., & Rangel, A. (2017). Comparing Delivery Approaches to Teaching Abnormal Psychology: Investigating Student Perceptions and Learning Outcomes. Psychology Learning and Teaching, 16(3), 336–352. https://doi.org/10.1177/1475725717716624
Helms (2014) described blended education as incorporating both online and F2F character- istics into a single course. This definition captures an important confound to comparing course administration formats because otherwise traditional F2F courses may also incorp- orate aspects of online curriculum. Blended learning may thus encompass F2F classes in which any course content is available online (e.g., recorded lectures or PowerPoints) as well as more traditionally blended courses. Helms recommended the use of ‘‘blended’’ over ‘‘hybrid’’ because these courses combine different but complementary approaches rather than layer opposing methods and formats.
Blended learning can merge the relative strengths of F2F and online education within a flexible course delivery format. As such, this delivery form has a similar potential of online courses to reduce the cost of administration (Bowen et al., 2014) while addressing concerns of quality and achievement gaps that may come from online education. Advantages of blended courses include: convenience and efficiency for the student; promotion of active learning; more effective use of classroom space; and increased class time to spend on higher- level learning activities such as cooperative learning, working with case studies, and discuss- ing big picture concepts and ideas (Ahmed, 2010; Al-Qahtani & Higgins, 2013; Lewis & Harrison, 2012).
Backchannel and CRS (or Audience Response Systems):
Blended Synchronous Learning project (http://blendsync.org/)
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.
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 email@example.com
more on online teaching in this IMS blog
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:
the topics of privacy pertaining technology is becoming ubiquitous.
If you feel that the content of your class material can benefit of such discussions, please let us know.
Please have some titles, which can help you brainstorm topics for discussions in your classes:
Power, Privacy, and the Internet
Privacy groups slam Department of Homeland Security social media proposal
FBI quietly changes its privacy rules for accessing NSA data on Americans
Facebook canceled a student’s internship after he highlighted a massive privacy issue
Teenagers, The Internet, And Privacy
Online privacy: It’s time for a new security paradigm
On social media, privacy, etc.
Hacking the Future: Privacy, Identity, and Anonymity On the Web
Are We Puppets in a Wired World?
How Teens Deal With Privacy and Mobile Apps
If you seek more tangible, hands-on assistance with similar and/or any topics regarding technology, please do not hesitate to contact us.
|Proportion of Content
Type of Course
|Classroom-based teaching with assignments and activities which students pursue independently of each other.|
1 to 29%
|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.|
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.|
|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.|
Immersive Learning Environments
Adaptive Learning and Assessment
Glossary of Online Learning Terms http://theelearningcoach.com/resources/online-learning-glossary-of-terms/
PPT is converted to iSpring.
rubric and examples of the technology they might use (for podcast etc). They are tech ed master students, so they have the background.
more on discussion in education in this blog:
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