Searching for "online education"
What Makes a Question Effective?
Thursday, April 18, 3:00–4:00 p.m. CDT
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.
Webinar details
Webinar link
Date: Thursday, April 18, 2019, 3:00−4:00 p.m. CDT
Code: 746 250 839
Password: MNLC@2019
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previous webinars’ recordings:
Learning Commons YouTube Channel
https://www.youtube.com/channel/UCL5D8pOXtaGRV512wUQt5Qg
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more on instructional design in this IMS blog
https://blog.stcloudstate.edu/ims?s=instructional+design
State Systems Plot Major Online Growth
Public universities across the country are adjusting to the shifting reality of the online landscape. Despite similar goals, approaches vary widely.
Mark Lieberman March 20, 2019
https://www.insidehighered.com/digital-learning/article/2019/03/20/how-public-university-systems-missouri-louisiana-and-more-plan
interviewed administrators at systems across the United States for a wide look at how the landscape is shifting.
The University of Missouri System last year signaled plans to increase its total enrollment from 75,000 to 100,000 by 2023. Administrators pointed to online education as a key driver of future growth.
In other ways, the Missouri system’s approach could look similar to Massachusetts’. Administrators in Missouri are pondering the creation of a separate entity within the system that would offer online programs to adult learners.
Administrators have ruled out purchasing or merging with an existing online apparatus, as Purdue University did with the for-profit Kaplan University to enrollment-expanding but controversial effect.
Senior administrators and board members at Louisiana State University began looking at online education in the early 2010s.
From 2016 to 2018, Sasha Thackaberry served as assistant vice president of academic technology, course production and alternative learning models at Southern New Hampshire University. Louisiana State hired her in February 2018 to lead its online growth; three months later, she was promoted from associate vice provost to vice provost of digital and continuing education.
When Kristina Johnson became chancellor of the State University of New York system in 2017, she challenged administrators to consider a wide range of possibilities for growing online capabilities. According to Tod Laursen, SUNY’s senior vice chancellor and provost, the system has just wrapped up an information-gathering process that will inform a soon-to-be-released request for proposals. Johnson has slated for this fall a major online learning initiative, the details of which are still being ironed out.
Colorado State University Online serves as an online program manager for the state system — distinct from Colorado State University Global, which has a separate faculty and governance structure, and tends to serve adults at an average age in their 30s. CSU Online, by contrast, tends to serve “less seasoned” students between 24 and 34 years old, according to Amy Smith, senior director of CSU Online.
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more on online education in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+education
Culturally Responsive Education in Design and the Arts
March 1, 2019, 8:30 am- 5:00 pm
Minneapolis College, 1501 Hennepin Avenue in Minneapolis
AND online via Adobe Connect and Zoom
Closed-Captioning Videos and Creating Syllabi and Classroom Materials That Are Accessible to All 1:15-2:30PM
Brittany Mammenga, Captioning Coordinator
Manee Yang, Digital Access and Assistive Tech Specialist
K3350
Adobe Connect https://webmeeting.minnstate.edu/session2accessibility
Online Course | A Thousand Words and a Picture: Storytelling with Data
https://events.educause.edu/courses/2019/a-thousand-words-and-a-picture-storytelling-with-data
Part 1: March 13, 2019 | 1:00–2:30 p.m. ET
Part 2: March 20, 2019 | 1:00–2:30 p.m. ET
Part 3: March 27, 2019 | 1:00–2:30 p.m. ET
Overview
A picture is worth a thousand words, but developing a data picture worth a thousand words involves careful thought and planning. IT leaders are often in need of sharing their story and vision for the future with campus partners and campus leadership. Delivering this message in a compelling way takes a significant amount of thought and planning. This session will take participants through the process of constructing their story, how to (and how not to) incorporate data and anecdotes effectively, how to design clear data visualizations, and how to present their story with confidence.
Learning Objectives
During this course, participants will:
- Develop a story that elicits a specific outcome
- Identify and effectively use data elements to support a compelling story
- Learn how to tell your story in a clear and effective way
NOTE: Participants will be asked to complete assignments in between the course segments that support the learning objectives stated below and will receive feedback and constructive critique from course facilitators on how to improve and shape their work.
Facilitator
Leah Lang, Director of Analytics Services, EDUCAUSE
Leah Lang leads EDUCAUSE Analytics Services, a suite of data services, products, and tools that can be used to inform decision-making about IT in higher education. The foundational service in this suite is the EDUCAUSE Core Data Services (CDS), higher education’s comprehensive IT benchmarking data service.
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more Educause webinars in this IMS blog
https://blog.stcloudstate.edu/ims?s=educause+webinar
Song, D., Wang, J., Ju, P., Liang, Y., Huang, L., & Xu, H. (n.d.). Gamification in Education: A Comparison between China and Western Countries. Retrieved from
https://www.academia.edu/38322547/Gamification_Final-2015.1.19_
ACM Classification Keywords
H.5.2. Information interfaces and presentation (e.g.,HCI): User Interfaces; H.5.3. Group and OrganizationInterfaces: User Interfaces.
According to the comparison, the use of gamification elements in Western learning platforms and apps is balanced and well-developed, both in comprehensive and targeted ones. Conditions are different in China.The use of gamification elements is balanced and well-developed in targeted platforms and apps. But for comprehensive ones, it is not balanced or developed enough, especially in regards to online higher education.
Discussion and Future Work
Gamification in China has been combined witheducation for a long time, but not much in the aspect ofhuman-computer interaction. In the 1990s, peopleoften played games or held parties, while now peopleprefer online entertainment. From the comparisonabove, it can be inferred that the research ofgamification in China has laid a good theoreticalfoundation. We are still trying to apply gamification tothe area of online education, which has already madesome progress. However, the use of gamification isuneven, especially in comprehensive learning platformsand we started a bit late. In this respect, China hasfallen behind Western countries in certain ways ofapplying gamification.
Weakest students more likely to take online college classes but do worse in them
Survey of rigorous academic research on online education finds lower grades and higher drop out rates Column by JILL BARSHAY February 4, 2019
According to the most recent federal statistics from 2016, roughly one out of every three or 6.3 million college students learned online. That number is growing even as fewer people are going to college.
The paper, “Does Online Education Live Up to Its Promise? A Look at the Evidence and Implications for Federal Policy,” was also written by Sandy Baum, an economist at the Urban Institute, a nonprofit research organization.
Online degrees are also concentrated among a handful of nonprofit universities. Just three — Western Governors University, Liberty University and Southern New Hampshire University — enroll about a third of all online students at private, nonprofit institutions.
overwhelming research evidence that community college students aren’t faring well in online classes
Another 2017 study of students at a for-profit university which offers both in-person and online classes found that students who took an online class not only got lower grades in that class but also in future classes. Online students were more likely to drop out of college altogether than similar students who attended in-person classes.
There are much stronger results for courses that combine supplemental materials online with traditional, face-to-face instruction. But the authors do not consider this hybrid instruction to be “online” learning.
SCTCC continue from
Tuesday, October 30 from 9:00am-3:00pm at the System Office, Wells Fargo Place (Saint Paul, MN).
Team 3 is charged with developing a process for prioritizing and selecting collaborative curriculum development and course offering projects that require the use of enterprise instructional design and technology services.
Have expertise in online education that you are willing to share?
The Online Strategy Workgroup needs subject matter experts to participate on one of the three teams below.
- Team 1 (Access) – Team 1 is charged with reviewing the existing services provided by the Minnesota State Info Hub and aligning the services they provide with the needs outlined in the corresponding action steps of the Online Strategy report. This team will utilize the existing levels of funding allocated to the Minnesota State Info Hub without seeking additional financial compensation from campuses. See what subject matter experts are needed for this team.
- Team 2 (Quality) – Team 2 is charged with reviewing the existing services provided by the Minnesota Online Quality Initiative (MOQI) and aligning these services with the needs outlined in the corresponding action steps of this report. In addition to evaluating faculty development programming options available through MOQI, this team will be responsibility for developing the tools intended to support the quality improvement processes used by campuses. See what subject matter experts are needed for this team.
- Team 3 (Collaboration) -Team 3 is charged with developing a process for prioritizing and selecting online collaborative curriculum development and online course offering projects that require the use of enterprise instructional design and technology services. See what subject matter experts are needed for this team.
https://mnscu.sharepoint.com/teams/ENTPR-Online-Strategy/SitePages/Team-3—Collaboration.aspx MinnState STAR ID login: STARID@minnstate.edu
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November 20, 2016
Becky Lindseth, MIchael Olesen, Bob Bilyk, Stephen Kelly, Kim Lynch, Scott Wojtanowski, Wilson Garland, Martin Springborg, Scott W and Kim Lynch
Proposal Request / Background (description of project proposal)
where does CETL fit here.
https://www.grayassociates.com/
https://distanceminnesota.org/
program level course mapping.
course level modules and learning objectives.
RCE reasonable credit equivalency
IAA inter-agency agreement
RFP request for proposal
Collaborate on Curriculum and Course Offerings (Action A)
Adopting Open Educational Resources (OER) (Action A)
Revenue Sharing Model (Action D)
Instructional Design and Technology Services (Action C)
Nancy Bailey: Disrupting Education with Technology is Unhealthy for Children
https://dianeravitch.net/2018/11/18/nancy-bailey-disrupting-education-with-technology-is-unhealthy-for-children/
Veteran teacher Nancy Bailey warns about the danger that technology poses to child development.
Technology is a helpful tool, but it won’t provide that sense of stability. It’s a cold machine. School districts push technology over teachers. They don’t stop to think about what it will mean to children and their development.
the idea that instruction should be disrupted using technology is putting students and the country at risk. It destroys the public school curriculum that has managed to educate the masses for decades.
Early childhood teachers express concern that tech is invading preschool education. We know that free play is the heart of learning.
But programs, like Waterford Early Learning, advertise online instruction including assessment for K-2. Their Upstart program advertises, At-home, online kindergarten readiness program that gives 4- and 5-year-old children early reading, math, and science lessons.
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more on technology in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=technology+education
more on Clay Christensen disruption theory in this IMS blog:
https://blog.stcloudstate.edu/ims/2016/12/19/clayton-christensen-disruption-theory/
Teachers Turn to Gaming for Online Privacy Lessons
By Dian Schaffhauser 10/10/18
https://thejournal.com/articles/2018/10/10/teachers-turn-to-gaming-for-online-privacy-lessons.aspx
Blind Protocol, an alternate reality game created by two high school English teachers to help students understand online privacy and data security. This form of gaming blends fact and fiction to immerse players in an interactive world that responds to their decisions and actions. In a recent article on KQED, Paul Darvasi and John Fallon described how they chose the gaming format to help their students gain a deeper look at how vulnerable their personal data is.
Darvasi, who blogs at “Ludic Learning,” and Fallon, who writes at “TheAlternativeClassroom,” are both immersed in the education gaming realm.
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more on online privacy and data security
https://blog.stcloudstate.edu/ims?s=online+privacy
https://blog.stcloudstate.edu/ims?s=data+security
Thursday, October 4th, at 2:00 PM ET
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Special Guest:
Anant Agarwal, CEO and founder of edX as well as Professor of Electrical Engineering and Computer Science at MIT
An interactive discussion on MOOCs, online learning, and the goal of 100 million learners by 2022
The Future Trends Forum welcomes
Anant Agarwal , the founder and CEO of edX, a non-profit venture created by Harvard University and the Massachusetts Institute of Technology, focused on transforming online and on-campus learning through groundbreaking methodologies.
He aims to help bring quality education to everyone, everywhere. Anant has also been a Professor of Electrical Engineering and Computer Science at MIT for 30 years.
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register: https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fr20.rs6.net%2Ftn.jsp%3Ff%3D001PgetuutFAOolFnliDMeMmErN-enK2gL_yjiPr06Xh7efV0AVvMGKlpU8dfbBxJhBP_uc98IVJgJlsZDRjzWS9b4vPEEtrEhlBX281rdxsV-7fespDLmne7JWfR3n1iFffb-CEy9EvixERnOfzEfixk7rn6G3bwuvzCtRtyyHU-h0woglE1tLOQ%3D%3D%26c%3D3Q4OLdux-1PVXXKEZKF8fyf8cwMV8MUcmStG2pRDxgswHEo2OG9aVQ%3D%3D%26ch%3DA7IVs0tirxv4LKmg8KVx05x70YdR0QKXYu9MnQHCYyOu-vwaHIJWKQ%3D%3D&data=01%7C01%7Cpmiltenoff%40stcloudstate.edu%7C1baa122241b0415403d508d628723d79%7C5e40e2ed600b4eeaa9851d0c9dcca629%7C0&sdata=LjOA9M76larAmw%2BYg0vPn69CvQB2fC91hLOXkDW43XQ%3D&reserved=0
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more on MOOC in this IMS blog
https://blog.stcloudstate.edu/ims?s=mooc