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Then encourage them to monitor and reflect on their learning. By using technology with progress monitoring functionality, you can also help them stay on track. Professor Manda Williamson has over students every semester and uses the dashboard in her online course material to give students ownership over their learning. She talks more about it in this guide. In hybrid learning, students must be more self-driven. Set clear expectations and build in support for self-directed learning, such as encouraging students to plan, check their understanding, study more as needed, and reflect on their learning.

This approach can not only help keep students motivated, it also builds an important lifelong skill: self-management. The rules may include how many opportunities students have to complete the exam, if they can save and come back later to finish, if they need to put away all mobile devices, and whether it is an open or closed book exam.

This blog post gives more advice on crafting quality assessments online. Keep your approach simple at first and aim for continuous improvement, not perfection. We encourage you to try something, get feedback from your students, and keep improving your course. You can build an informal or formal learning network to learn from each other. This fall will be a learning experience for everyone. These seven tips, which are based on findings from over a decade of implementing hybrid teaching, can give you direction on how to bring together the best of in-person and online learning.

For even more detail and research on hybrid teaching and learning, check out this paper. Pearson Faculty Advisors have become educational first responders during this COVID crisis; diving in to help professors use online tools effectively. We are teachers partnering together to share, learn, and pave the way in this brave new world of internet instruction. Teaching online is nothing new to us.

But, watching every teacher in the United States move online in a matter of a few days, regardless of their comfort with distance learning, has been eye-opening.

So many instructors are struggling with old ways and new challenges, trying to pound traditional classrooms to fit into bits and bytes. Looking to the experts for ideas, I discovered abundant pedagogical literature on this, making it far from being an original idea. In brick and mortar classrooms, student mastery was often assessed through paper tests distributed with time limits, monitored by the roaming instructor to reduce cheating, and collected and graded by the teacher.

And while the sudden shift to all things digital may revert to traditional classrooms, there may be lessons to be learned. These may be applicable for teaching anywhere and at any time. These atypical days are giving us time to reassess and find new ways to view classroom strategies or policies. They are often missing the chance to use digital methods effectively, teaching the same principles in a different manner.

After hearing so much anxiety, I want to share some thoughts about how to be the rock star content expert, maintain your teaching rigor, and remain true to your unique personality with online learning. This may even transform that physical classroom in a return to the old normal. The following suggestions can be generalized and customized to meet the needs of specific courses and content. Much, or most, of class energy is spent acquiring information to pass the final assessments demonstrating mastery.

Whether the course is psychology, speech, statistics, advertising, marketing, biology, or nursing, the time spent acquiring content is the formative stage of learning. While formative activities will vary widely, their purpose remains the same. These classroom techniques are meant for student learning, not assessing mastery by the instructor.

Low stakes assessment of student progress includes activities that encourage students to reflect, collaborate, teach others, review, apply, or create. Incentivizing with points is vital for full participation.

However, exams designed in anxiety producing high stakes testing environments seldom produce the long-term retention that incremental low stakes self-assessments do. Consider formative activities such as group projects, encourage collaboration through discussion forums, offer opportunities for reflection through journaling, or ask opened ended questions on short, low-stakes quizzes.

If you like auto-graded, time-saving multiple choice quizzes, leave them for student self-assessments. If quizzes are low stakes, there is little reason to spend the energy to cheat.

If they spend the energy to look up the answer, they most likely will remember the question for some time to come. My passion for teaching is to produce life-long learners who seek information from every source available. There is a time for all instructors to summarize the total progress their students have made, or are making, during the term. I encourage instructors to think about limiting the number of these high-stakes assessments. Keep in mind most of class time is spent in acquiring information or forming a new knowledge base.

Students need enough time to get comfortable with the content before they really show you their critical thinking skills and applying their new information to unique and practical situations. All assessments, both formative and summative, provided little chance or incentive to cheat as the essays and paper are submitted for originality checks.

Rather, it should be one to help the maximum number of my students achieve their goals, persisting toward their degrees. As you think through how to provide formative steps toward knowledge acquisition that summarizes student progress, ask these questions:.

This may seem radical, but I want my students to share questions and answers, learn from each other, and become co-intelligent. I want to teach them that life is a group, not a proctored exam. Life is about solving large problems as a community, not being checked in isolation to see if we know everything about anything on one big exam.

I want to be a learning facilitator. I may not be the rock star from your past. You may not remember my name. I like a good deal. Getting something for less than what you expected to pay is rewarding. Quality Matters QM is a tool used to assess the quality of a course. With increased emphasis on online courses and the need to design materials with accreditation in mind, the best way to design a course is with QM built in from the start.

Quality Matters began with a small group of colleagues in the MarylandOnline, Inc. MOL consortium trying to solve a common problem among institutions: how do we measure and guarantee the quality of a course? At the time, I was teaching at a university. Later, I taught at a community college, and the discussions about online courses were extensive at both places. Yes, we wanted to meet the needs of our students, provide flexible scheduling options, etc. We were also, like many other institutions, simultaneously updating transfer agreements.

Administrators and educators across the country needed a way to ensure course quality for their students, regardless of where the course originated.

Ideally, courses would be equivalent. Otherwise, transfer agreements would be impacted. In , the consortium outlined how the Quality Matters program could create a scalable process for course quality assurance, and applied for a Fund for the Improvement of Postsecondary Education FIPSE grant from the U. Department of Education. To truly achieve their mission of defining and maintaining quality assurance in online learning, the QM staff rely on a much larger community of QM coordinators, workshop facilitators, peer reviewers, program reviewers, conference presenters, and all other individuals and groups who champion QM.

A well-designed course is more likely to engage learners and positively affect their performance. Using the QM Rubric and relevant review tools as a guide, faculty and their colleagues, or a team of QM-trained, experienced online instructors can evaluate the design of an online or blended course and ensure it meets QM Standards.

When professors are ready to put a course through the review process, they can receive fresh ideas from colleagues who are interested in the course. These QM-trained peers can offer specific feedback in a positive tone that will help improve the quality of the course and create a more active learning experience for students.

In fact, there are many resources for each one of these. Here, for example, is a rubric which can be helpful for faculty to refer to as they develop a course. QM has an article with suggestions to help you improve existing courses. We want our students to feel that they are getting a quality course…when they take a Hinds Community College eLearning course.

We know that begins with Course Design and alignment. They dig deep to give us what we ask for. The QM General Standards and course alignment of the critical course components are incorporated into our Hinds eLearning courses through thorough training and course evaluation.

All of our pedagogical trainings and evaluations are related to a QM general standard directly or indirectly. So, why QM? Your faculty meeting starts, and one of the key items on the agenda is a focused discussion about cultural diversity and inclusion in online courses. Of course, you must also consider curricular content, pedagogy, accessibility and universal design, and their impacts on education. Where do we even begin with this discussion?

Researchers agree it can promote student growth and reflection. In our increasingly globalized world, it can help students begin to foster a sense of empathy for others and bring about open-mindedness.

Supporting tolerance is critical: allowing students to feel unique while still being part of the group helps them prepare for the twenty-first century workplace.

As professors, we are committed to ensuring an inclusive environment for all of our students. This includes people of all abilities, races, ethnicities, genders, sexual orientations, nationalities, religious traditions, socioeconomic classes, and ages.

We could discuss these for a long time; however, most instructors are not afforded the liberty of a lot of time to consider these and design a course. How can we take current research and utilize it to deliver a course that meets these needs? A profoundly critical aspect of any online course is communication; research in sociology, psychology, and cognition supports this.

Consider also the importance of student viewpoints towards power structures in the classroom for example, the role of the instructor versus the role of the student , how information is processed, and subject matter content. One of the most predominant differences between online and traditional courses lies in how students and faculty interact in the classroom. Not only does the online classroom remove the physical, synchronous presence from the learning community, it regularly shifts the bulk of communications to written exchanges.

Often, the instructor is the one who facilitates the emails and discussion forums. Instructors typically provide feedback in writing, using embedded course tools for grading notes and comments.

In addition to the Learning Management System e. Again, these environments are normally driven by text, with varying emphasis on live or verbal exchanges.

More often, the meetings are recorded and shared so all can access the material. Live chats, video conferencing, Wikis, and blogs are all tools that are available to you to engage your students. Emphasis on the written word, regardless of platform, can create potential issues related to the interpretation of content, particularly for students whose first language is not English. Consider the potential mis interpretation of written forums or feedback and the impact on student performance and attitude.

Be clear and thorough. We find it helpful to create samples of frequent errors with detailed notes that we can easily share with any student. Making mini lessons with apps like Educreations is useful, too. These are useful for all students. Keep in mind that students do not necessarily have to be English language learners for their culture to influence their interpretation or understanding of the meaning of written text within a course.

Culture can impact the dynamics of the exchanges as well. Cultural norms — the common beliefs, expectations, and practices of a society — may impact how and when students respond to questions. For example, students from Western cultures may be more apt to view the instructor as a facilitator, rather than non-Western students.

In some cultures, the instructor is viewed authoritative in nature. Consider disciplinary content in a global context as you post questions and problems of the week. Think and share about your own identity. Some faculty create affinity groups and note that their students love knowing their peers are dealing with some of the same issues, life events, challenges, and so forth.

First and foremost, consider universal design principles in your course design. It may be as simple as paying attention to color and size of fonts, the volume of material on any given page, the embedding of objectives and directives for the learners, etc.

Are you designing your course with that in mind? Explore more about accessibility for Pearson products by visiting the product websites. We also have more detailed training resources for many products such as MyLab Math, Business, etc.

The aesthetics of a course are important. How will your course users see and interpret images, art, photography, movies, and so on? What is the reading level of the material chosen? Is the material engaging? Does the media reflect diversity? Universal design principles help educators consider how to reach every learner by providing flexible instructional materials, techniques, and strategies.

It promotes the engagement of each learner by making learning more accessible. A guiding principle of universal design is that we need to provide multiple means of representation, expression, and engagement for students.

Countless articles, some very extensive ones, cover the concept of inclusion and diversity. This short blog is only intended to get you thinking about key components of designing an online course with diversity in mind.

If we acknowledge that diversity influences learning, then we may be able to create discussions that result in examples that are culturally relevant.

Your work as an instructor sets the tone for a safe space in the classroom where students can share their experiences and perspectives. Understanding the unique differences in traditional and online learning environments and how culture plays a role, can help shape a positive educational experience for students and their faculty.

With increasing emphasis on online learning, we need to have more conversations about understanding and supporting students from diverse cultures. Listen to a short webinar about making your teaching more inclusive. Enjoy an article from earlier this year about culturally responsive teaching. Affirming Diversity: The Sociopolitical Context of Multicultural Education helps readers understand these pervasive influences by presenting extensive research and data on the sociopolitical nature of schools and society, information about different sociocultural groups, and a conceptual framework for examining multicultural education.

Real-life cases and teaching stories dominate in this book that offers a first-hand look into the lives of students and educators from a variety of backgrounds. Additionally, tips for classroom activities and community actions offer aspiring teachers concrete suggestions to provide high-quality, inclusive education in spite of obstacles they may face. The accepted social norms and values, like shaking hands or visiting the elderly, have gone out the window in an effort to stop the spread of disease.

As researchers, we turn to research to help guide our behavior and thinking. Social responsibility helps us be thoughtful about our actions, particularly our actions in relation to other people.

We published a framework for social responsibility , based on the body of existing research, that can be used as a lens to understand human behavior in a complex situation.

The dimensions of the framework can be used to spark an emphatic, non-judgemental discussion about making choices during a pandemic.

We offer a suggestion for how to initiate a discussion with learners for each of the four dimensions:. Multicultural: Is knowledgeable about different cultural identities and sensitive toward cultural differences.

Example of how to engage: Present a set of different choices someone could make during the current pandemic i. Ethical: Demonstrates knowledge and awareness of ethical standards and issues and applies ethical reasoning and standards to make decisions in ethically ambiguous situations. Civic: Is an informed and active citizen at the local, national, and global level and understands and acts on issues of local, national, and global significance.

Learners could also discuss strengths and weaknesses for having a certain level of government managing response to the pandemic. Environmental: Is knowledgeable about current issues of environmental significance and is concerned about the wellbeing of the planet and engages in sustainable behaviors.

Example of how to engage: Have learners explore how the COVID pandemic, and human responses to the pandemic, could impact environmental and sustainability endeavors. If you want to learn more about how to teach social responsibility, a Pearson colleague discusses it in detail in this webinar. It is also a skill that is considered to be important for employees to demonstrate. When the COVID pandemic forced colleges and universities to move to remote learning environments, many universities lacked preexisting contingency plans or infrastructures for running not just some of their classes but all of them online.

Suddenly, many professors were working on short notice to implement online course management tools and facing numerous logistical hurdles along the way.

The recent disruption to education extends well beyond those trying to keep up with normal coursework. Senior year has also been interrupted for thousands of students whose focus has shifted toward internships, career preparation, and employment. With campuses and career centers closed across the country, online tutoring is a valuable tool to support all students as they prepare for the end of the term. Once education transitioned to full-time virtual environments, many students lost the face-to-face interactions that made up the core of their classroom support.

Online tutoring can provide the help students need, right when they need it, helping to avoid the possibility of them giving up when they hit a roadblock. Instructors can see whether students are keeping pace with course requirements, and recommend supplemental help from an online tutor to get them back on track. The spring term is always a busy time for those in programs focused on preparing for the workforce.

Smarthinking online tutors have emerged as a go-to resource for live interview coaching and assistance honing presentation skills. In fact, for those students who may be introverts or just plain nervous to get up in front of a classroom, an audience of one can be a much more comfortable environment in which to practice these skills than a class full of their peers. Tutors are trained and monitored to ensure they do not proofread or edit student papers; instead, their writing review centers on leading students to a broader comprehension of the fundamentals of writing both higher-order issues as well as lower-order skills and key strategies for revision.

Employers want new hires who can think creatively and who are fluid in the use of technology and adept at writing well. Smarthinking tutors can help students develop effective career materials for this new world of work, whether that be a strategically-focused cover letter or eye-catching details to polish a LinkedIn profile. Lead Writing Tutor. Get the infographic and explore three other ways online tutoring can empower your students to succeed, no matter where they are.

But the truth is, many online tutors, especially Smarthinking tutors, are experts in their field. They could even be your peers from down the hall. The right online tutors work with you to make sure students are mastering the right skills. Smarthinking tutors are trained, monitored, and evaluated on their ability to employ a Socratic method to engage students by asking questions, making students show their own work, and encouraging them to demonstrate overall mastery of the concept or problem.

Tutors are available in more than subject areas, at all levels from developmental through graduate and professional school. Plus, we offer ESL-specialist tutoring, including math in Spanish. Online tutoring asks students to demonstrate mastery of skill after learning in the classroom. With Smarthinking, faculty can easily share assignment goals, writing prompts, and other course details so tutors can contextualize their instructional assistance with learner outcomes in mind.

Tutors teach just the way you would. Online tutoring encourages learners to ask for help when they need it and raises their confidence to do so. One-on-one tutoring takes this out of the equation, making students feel comfortable enough to ask even what they may feel is a silly question. These outcomes lead directly to higher rates of persistence and completion. I remind my students that we are all facing this tough time together, and that there is absolutely no shame in needing some help completing assignments.

I am transparent with my students: I let them know I am an online tutor myself, and just one session can make a difference in their writing. Sources 1 White, Kimberly. So, support their success with online tutoring. Data shows that online tutoring can help increase student confidence, engagement, and outcomes. As a student, getting stuck on a concept or problem and not knowing how to move forward can feel like coming up against a brick wall — and no one likes running into a brick wall.

Lend students a hand by helping them overcome their learning obstacles. With online tutoring students can get help when and where they need it, rather than giving up in frustration. Online tutoring services, like Smarthinking, let students access live and asynchronous tutoring help at the point of need, so students can get immediate support to overcome academic roadblocks and continue on their learning paths.

This information is categorized and logged by Smarthinking tutors after each tutoring session so instructors can easily pinpoint what their students are having trouble understanding. Instructors know what students are struggling with before exams and can address the issues beforehand.

The data and reports can also help instructors plan their programs, curriculums, and activities better. These alerts were designed to flag students who may be at risk. After a tutoring session, tutors can record alerts that will then display in the reporting dashboard. Instructors and administrators can clearly see sessions that were flagged and find out the exact issues the student is struggling with.

This lets instructors respond quickly to emerging issues and improve learning outcomes. The vast majority of students who use Smarthinking tutoring services would recommend them to a friend.

Here are some of our results from recent studies:. The LMS offers a variety of tools to make virtual learning engaging and flexible, a win-win for both students and ourselves. The LMS also offers many resources for faculty by providing the tools to manage the class virtually, such as checklists, various communication options, and ease of grading.

Learn more about Smarthinking and how it can help deliver actionable results for you and your students. Your students are facing just as much — if not more — of an abrupt transition. In addition, learning to seek out support is a valuable skill in and of itself, and can help students succeed in both college and their careers.

Since mid-March, service providers and instructors around the world have been in emergency mode, establishing workable course delivery and an educational presence online for all classes in response to the coronavirus. Summer and fall sessions seem likely to introduce an entirely new set of considerations rather than a return to the educational practices we were recently forced to abandon.

Quite apart from merely delivering courses online, schools must be ready to provide a quick transition to online courses that offer reliable course navigation, equitable access, support for learners with disabilities, and academic integrity.

The one constant is that students will need support as education, by necessity, becomes increasingly nimble and remote. We only need to look back 15 years for a parallel of our current challenge. In , in the aftermath of Hurricane Katrina, approximately , students were displaced from their colleges and universities. Many never returned to their campuses.

He urges repeated, proactive contact with students — especially in the early stages of such a disruption to their education — and stresses the obligation of faculty to maintain the student-teacher connection. One valuable tip for supporting students during a transition to remote learning is that educators provide an asynchronous approach to classes.

While the routine of a regularly scheduled class might seem to offer consistency and a semblance of normalcy for learners, there are clear challenges. Recorded lectures are recommended so that they have the same opportunity to listen, and then participate in discussion in the classes they can attend.

Are you having to transition teaching your traditional face-to-face summer class to an online environment? This can be a daunting task with a full week semester, let alone for a super short 5-week mini-mester! Compound that with the fact that you may not have taught online previously, and this could easily intimidate even the most seasoned instructor.

Have no fear! Many have traversed this path before you and come out successful—you can, too! Summer courses are short, rigorous, but can be very rewarding for both you and the student when taught with a few best practices in mind. For instance, they usually have smaller enrollments meaning less to grade for you YAY! The smaller class size allows you to have more frequent interactions with each student thereby giving them the support they need to be more successful.

Plus, most summer students are highly motivated and typically are only taking one or two classes at a time. This means they are going to be dedicated to learning your material. There are a few guiding principles you can utilize to help you as you work to design your summer online course. You can read more about these in my previous blog post Tips for moving a class online quickly , or for step-by-step instructions for building an online course with your LMS or without , you can use this handy Online Course Toolkit.

Now, onto the teaching of online courses. Assess your required Learning Outcomes and determine the essentials that must be taught in order for you to meet those objectives. These essential Learning Outcomes should then be clearly communicated to your students in the very beginning of the course.

The students should know what they are working towards learning, and what it is they will be assessed on throughout the length of the course. While contemplating how best to design the flow of your course to meet your Learning Outcomes, keep in mind, this is a fast-paced course. Again, reiterating the importance of focusing on what you need to teach, extraneous information should be cut from your teachings. You may also want to consider relating much of what you teach to real-world situations.

If you can, break the assignments into bite-sized chunks that take no more than 30 — 45 minutes to complete or less , and give them a few assignments per week.

These will be easier to digest for your students and will also help them retain the importance of the material. You may even offer more flexible due dates in this summer course than you would in your weeks. Consider using the discussion forums discussed in the How to Prepare for Online Teaching blog.

These can be short but powerful assignments. Lastly, really give thought to group projects as well. Sometimes students learn more from each other than they do from us. These 5-week classes are not only tough to plan out and teach, but they are a heavy lift for the students as they try to learn this material in a compressed time frame.

If you are doing live virtual class sessions or even pre-recorded videos , consider providing them with copies of the slides or the notes you use while teaching.

Set up extra virtual office hours for them to pop in and ask you questions. Create practice quizzes or tests for them to use as study guides, or even provide them with a more detailed study guide than you usually hand out. By following the guiding principles for how to teach online and what to teach in summer courses, it will set both you and your students up for success. These principles will put you on track to create an effective, efficient, and enjoyable online summer course. Technology has really changed the way we teach.

They can use e-books on a tablet. They access assignments on their phones. Course materials can be available with one click, anytime, anywhere. They take time and preparation. We might have catastrophic weather or a pandemic or some other event that closes the school for a while. Every course needs an online presence. And it needs to happen now. So where do we start? You may have existing question banks you can use. Or, you may have texts with materials like TestGen available.

You may already have these from your existing tests. By the way, if you want to export a TestGen test to your LMS, be careful to export it in the correct format.

You typically need to look at the Blackboard export option. You will need to search by your text to see if files are available. You might need to use an older edition if the new one is not available or use a similar text if you need more variety of questions. Again, note that TestGen question banks are not necessarily available for every text.

Once you have identified the question banks, download them, and then use the LMS to upload the question banks. Here are links you can use to learn more about the process for your specific LMS. Your LMS administrator on campus has training materials for how to do this, and you can also find extensive instructor resources for each LMS online.

You might also be able to scramble the question order. Allow some extra time on tests so students are able to navigate the technology and still have time for the test itself. You can learn more about the technology tools your school has by checking with your LMS administrator. When teaching a science class, we often use experiences in the lab to foster critical thinking skills and reinforce the concepts we introduce in lectures. But with campuses closed, students cannot access the lab.

So what do you do? Is it better to forget about labs at all, or is there value in online or hands-on at home methods? This is what one study published by the Journal of Formative Design in Learning tells us. Students who take lecture and laboratory concurrently outperform their lecture-only peers, regardless of whether that lab is face-to-face or non-traditional. Online labs can range from simple videos and games, to graphing and 2D simulations, to interactive 3D virtual reality experiences.

Simulations, as mathematical models of processes in the physical world, allow users to manipulate parameters and can be used by faculty to customize laboratories in various disciplines. Some examples include:. Hands-on kits available from various vendors can provide students with practice of experiments, and manufacturers usually assume liability. Source: Rowe et al. When students are actively learning, they are making connections to their own lives, questioning, and collaborating, which we know leads to more significant, durable learning outcomes.

In the classroom, we deliberately plan learning activities and discussion to engage learners and keep them active. We stay alert during class to pick up on cues that learners are tuning out or struggling so we can pivot and improvise as needed. One of the toughest adjustments to teaching online is that we lose this immediate feedback-action loop.

We usually encourage students to bring their experiences into our classroom. But now, we have to figure out how to bring our discipline-specific content into their experiences. To keep them engaged and actively learning, we have to help them experience their lives through the lens of our content. Give them things to look for, think about, and capture as they clean the house, care for family members, walk the dog, and watch Netflix.

Encourage them to find the ways your content manifests in everyday life. For example:. In a discussion-based class, we would generally provide learners with some context and content in lecture and readings and then engage them in discussion and analysis to promote deeper understanding and durable learning.

Online forums can be lively and contribute to significant learning, but they are not a straight substitute for classroom discussion. So, instead of providing them with all the relevant readings and context, ask them to find it. Imagine you now have a class full of research assistants.

Here are two examples showing how you might transfer what you do in the classroom to an online environment:. Classroom : Lecture on elements of Victorian society that influenced Jane Eyre and discussion to apply to reading and incorporate learner experiences. Online : Learners research specific aspects of Victorian society, looking especially for contemporary sources that would help learners empathize with Victorian readers.

Classroom : Assign journal readings about applying theory to curriculum design and then a practical assignment to create a lesson plan. Online : Provide summaries of major learning theories and then ask learners to find journal articles that apply one of the theories to curriculum design in their discipline.

Post the article, a summary, and then explain two specific ways they would incorporate that theory into their own curriculum design. There are proctoring apps that can help mitigate this risk, but not everyone has access to that technology.

Turn testing into an active learning experience and reduce the risk of cheating by asking them to write the test. In quantitative disciplines or introductory skills-based courses, give learners the learning objectives and ask them to write items that assess the learning objectives and provide the correct answers with justification. Ask them to create multiple choice distractors that represent common mistakes, miscalculations, or misconceptions and explain what error each distracter represents.

In more qualitative disciplines or higher level theory-based courses, learners can create their own rubrics to evaluate existing works or their own projects. Use online tools to allow learners to annotate readings together. Often, online group projects are less collaboration and more divide-and-conquer. You can both lean into and disrupt this tendency by using a jigsaw strategy.

The new group has to work together, sharing and leveraging their specific expertise, to solve a problem. Classroom : A lecture and readings introduce the concept of sustainability and provide an overview of the types of sustainability initiatives in which corporations engage. In groups, students research the sustainability initiatives of three companies and decide which has the best strategy.

Online, option A : Each group is given one company to research. We will provide a practical guide to track and store students’ online learning experience data, from writing basic learning activity xAPI statements to accessing the learning activity data through a learning record store LRS.

We will show how this learning activity data can improve the digital content, facilitate effectiveness, and eventually lead to greater learner engagement and success rates.

Plan for Interactivity: Attendees will experience xAPI in action by interacting with a learning activity during our session and access their interactions in a learning record store LRS. During our session time, not only will attendees learn how to implement data-powered learning design, but also witness the effects firsthand through a sample experience.

Takeaways: At the end of the session, attendees will get the opportunity to implement the Experience API into their learning activities and ultimately measure the effectiveness of online learning. The US Department of Education has approved a major overhaul of regulations relating to distance education that will go into effect July 1, This session will provide participants with an overview of the regulations related to regular and substantive interaction requirements for distance education.

Recent regulatory changes to the definition of distance education will have a profound impact on how instructional designers and faculty develop and teach distance education courses. These changes are particularly significant given the use of online education as a response to the COVID pandemic, the huge increase in the number of both faculty and students in online education courses, consumer expectations around the quality of online education, and accreditor attention to online education.

Attendees in this session will:. The session will incorporate a combination of didactic and interactive interactions. Session speakers will provide ample time to answer participant questions.

Join representatives from online learning units from the Big Ten Academic Alliance member institutions and hear about recommended criteria for success to guide higher education in a post-pandemic landscape.

This interactive session will provide opportunities for you to informally assess the state of your own organization and to explore ideas for growth. During Fall , representatives from the online learning units at each of the Big Ten Academic Alliance member institutions began to question what the educational landscape would look like post-pandemic at their respective universities.

These institutions have had a multi-year history of cooperation and collaboration. There was a general agreement that the way in which academic programs were delivered would not return to a pre-covid environment.

A subgroup was then assembled to review what was happening at member institutions before and during the pandemic as well as outside sources in order to project major long-term trends that would impact educational programs.

The COVID pandemic and the accompanying rapid shift to remote and online learning has significantly accelerated many preexisting long-term challenges impacting the teaching mission of our Big Ten institutions, including:.

Based on these findings and other input, the subgroup identified three major areas of interest on which to focus including: 1 Addressing the increasing demand for online learning and shift in demographics by emphasizing a new inclusive, equitable, and student centered lifelong learning service model; 2 Emphasizing and provide the infrastructure to support high quality, technology-enhanced learning driven by innovative pedagogy as a key differentiator in programs; and 3 Clearly articulating and delivering value to learners from their educational investment with an emphasis on more flexible, integrated offerings that align with in-demand workforce skills.

To address these areas, subgroup members each took a major section for the first iteration. Following the initial round, all subgroup members reviewed, added additional content, and further edited the sections. The full Big 10 group then submitted their comments. Multiple iterations were structured to provide for the maximum input from all institutions. The outcome of this process was a discussion paper, complete with specific questions to pose, and recommendations on how it could be used by academic leadership at each member institution to encourage dialog and formulation of action items, while taking into consideration the unique characteristics of each institution.

In this session, representatives from four of the Big Ten institutions will present the key findings addressing each of the key questions posed by the discussion paper in a highly interactive manner. Further Reflection – Identify one group of stakeholders in this category you will reach out to.

Closing – What might next steps look like for you? Who will you involve in this conversation? Who are the formal and informal influencers? Which governance groups and action committees should you connect with? This session will focus on the efforts to create and maintain a quality online learning environment in response to institution wide changes and the current needs of higher education.

Shelley Kurland will share lessons learned through the process of creating and maintaining quality centralized distance education offerings through strategic planning, collaboration, leadership growth and fostering relationships. This session will reflect on the efforts to build a Virtual Campus in the midst of institution-wide changes, as well as suggested processes for institutionalizing these changes. She will also discuss the institutional response to these changes and the importance of strategic planning and institutional leadership to ensure culture change and quality in online course delivery.

Kurland will provide specific challenges and successes while encountering decades-long practices and culture regarding distance education at the institution. The initial transition included an institution wide-change that resulted in the establishment of a new academic division. Strategic planning, staying agile and relationship building were all important in the success of the initial transition and continue to be important as these changes are institutionalized across the college.

This presentation will discuss the challenges of establishing the Virtual Campus and provide insight into best practices to ensure the success of the new Virtual Campus. Use these 10 tips in your LMS to create more intuitive and friendly course navigation for students. Tips include organization, accessibility, and user-centered design. Course navigation is a critical component for student success and satisfaction.

Online learners should be able to complete course activities seamlessly with well-defined time frames and expectations. This session will explore 10 user-centered design tips that can be incorporated in your LMS to create a framework for exemplary online instruction.

This action-oriented session is designed for all instructors and will apply best practices in online learning. Topics include: course organization, time management, course aesthetics and accessibility, and empowering students with clear expectations.

Apply strategies that increase student access and overall satisfaction in their LMS course design. Include action verbs in item names. We present cooperative research about how adaptive analytics combined with two variable domains improves the odds of student success in college algebra. We will show that demographic predictors such as grade point average can be used as mediators for metrics that respond well to instruction.

Adaptive platforms facilitate the design of courses and programs that personalize the student learning experience by customizing content while continually assessing learning outcomes. Requisite learning time for students varies, impacted by variables such as students who face challenges with mathematics readiness or students expressing ambivalence for the subject matter.

However, the structure of an adaptive course equips students with unique, real-time, adjusted learning paths underpinned by continuous assessment that can accelerate their learning or extend their learning space beyond traditional boundaries such as semesters, depending on their achievement levels.

This presentation will describe a longitudinal, cross-institutional, adaptive learning evaluation between the research unit of the platform provider Realizeit , the Research Initiative for Teaching Effectiveness at the University of Central Florida, and Colorado Technical University. Our 5-year continuing collaboration has taken place with the understanding that the three organizations must stay the course to achieve valid and meaningful information.

After a contextualization of adaptive learning at our respective campuses and how we have accomplished collaborative research, we will discuss the methods and results from our ongoing analyses of the impact of educational analytics arguing that individual student prediction is not a tractable approach. We contend that integrating student information system data with real-time class data provided by Realizeit effectively improves the odds of success for like student cohorts.

We will present data about: 1. Assessing the granularity of adaptive courses, 2. Prototype analysis of student learning path behaviors, 3. Student success based on the institutional contexts, 4. The possibility of real-time adaptive predictive analytics, 5. Simulating student behavior based on learning analytics, and 6. Implications of adaptive learning for helping underserved student populations. Used effectively, this innovation can positively impact teaching and learning in higher education.

The work in this presentation relates the concept of intersectionality that emerged in the late 20th century addressing educational and financial inequity citing the impossibility of decoupling concepts such and poverty and racism and that their interaction is more impactful that either concept considered separately. Understanding these principles and the basis of adaptive learning analytics can help us understand that one-to-one student prediction of risk or success must be based on the intersection of many components and that clearly the most effective approach is one that levels the playing field by increasing the odds of success.

Nothing in higher education appears to operate independently because higher education is a complex system. The interactions matter more than the nature of the units. Studying individual ants will almost never give us a clear indication of how the ant colony operates. For that, one needs to understand an ant colony as an ant colony, no less, no more, not a collection of ants. It has been instrumental in catalyzing the rapid uptake of digital technologies and educational development opportunities.

It has been alarming in the glee with which so many educators and institutions have willingly become brokers for surveillance capitalism. And it has been especially revealing in the sudden prioritization of teaching and learning within post-secondary institutions. But what have the cracks in our pandemic pedagogies taught us? What lessons can we glean as we envision and plan for the future of online, digital, and blended learning? As part of this keynote and discussion we will explore what higher education might look like if we truly understood practices that centre inclusion, trust, and care as critical to learning.

Teaching in an online setting requires appropriately setting up and facilitating an environment that maintains the same rigor and support students receive in a face-to-face setting. With minimal funding and subsequent lack of support, teachers need to develop systems and resources on their own to ensure students remain engaged and motivated in their learning.

This presentation will discuss tips, strategies, and tools that teachers can use and implement right away to provide a meaningful learning experience. Teacher training and educational programs have focused instruction on pedagogy and strategies for a familiar brick-and-mortar classroom environment.

This shift to online education has left teachers to develop strategies and tools on their own with very little guidance. Having spent the last year in a half working in and out of this new landscape, teachers have had insufficient time and training to develop the necessary tools and strategies needed. As many teachers now know, using online content to support or enhance their curriculum is quite different from teaching entirely online.

How can you create or maintain a rich and supportive classroom online? What tools, technologies, and methods have proven to be most useful? This presentation will answer these questions, and it will also suggest some strategies for making your time with students online feel constructive and rewarding.

Higher education needs to move towards a mentality of kindness in pedagogy and practice. The presenters will discuss how they implemented a process towards that through combination of active faculty course design collaborations and a focused discussion series on the different facets of the Pedagogy of Kindnes. The pandemic shift to emergency remote instruction revealed there was not just a dearth of knowledge about best practices for teaching online, but a far more ingrained problem: a lack of necessary empathy in our courses by themselves.

The Pedagogy of Kindness is a paradigm which restructures and reframes course design and teaching as a whole into a more collaborative, emphatic learning process- where accessibility and inclusiveness are woven into the design itself. This reframing towards the Pedagogy of Kindness seeks to build learning experiences that are of higher quality, with better engagement, and inclusive and accessible to all. The massive shift online that occurred during the Spring semester was a major disruption to not just education, but our society as a whole.

People lost their livelihoods, family members, and support systems. Instead of focusing on accomplishing learning goals, assessments were copied directly from the face to face environment, often relying on ineffective, invasive processes. This extended beyond an approach to assessment. We were alarmed at the entrenched, unempathetic rhetoric coming from faculty who sought our support.

It is important to note that much of this reasoning came from a place of misunderstanding, not malice. Faculty were often unaware of why such non-inclusive design is both harmful and ineffective at accomplishing goals. Some of these alarming requests and ideas faculty shared with us were:.

Hearing of extremely similar experiences from colleagues in other institutions, we realized this is an endemic and widespread problem.

Our office pursued a two pronged approach at changing this paradigm. Second, we facilitated a faculty run discussion series aimed at changing the mentality of the campus community as a whole. As course design and review was an essential aspect of our existing training structure, it gave an easy window into making sure courses were in line with UDL and Pedagogy of Kindness best practices.

An important, if not the most important component of these conversations, was backing up all best practices with extensive data and research. We found academics, if nothing else are extremely receptive to data backed arguments. As an example, if a faculty member was demanding to use remote proctoring invasive solutions for their assessments, our process would be as follows: First, we would identify the ultimate learning goals and objectives for the course. Then, we would analyze if their test accurately and effectively assessed accomplishment of those goals.

At the end of the collaboration, faculty mostly realized why remote proctoring which our campus does not support , will neither ensure academic integrity nor effectively assess students, and use a more authentic assessment model. This process was repeated with great success with hundreds of faculty collaborations across disciplines.

The expectations that faculty members had for students in an online environment were similar to that they had for them in person, which proved to be too unrealistic. This garnered a reset for faculty members to evaluate the practices they are putting forth in an online environment. A faculty member who also worked in the Center for Teaching and Learning, noted that this was more than just a pedagogical problem but more of a problem of lack of kindness.

Hence, the Pedagogy of Kindness discussion series came to fruition. The topics were tailored to the common issues in this vein that we noted in the faculty population at our institution. The initial events in the discussion series were:. The main objectives of the sessions were to build community in the classroom through creation of learning collectives, establishing classroom boundaries during pandemic remote learning, effective alternative assessment styles for online learning, generation of mindfulness in the classroom such as syllabus transparency, being able to use trauma-informed teaching practices during a time of social reform, collaborative projects with international students and faculty, and creating a caring environment within the classroom.

The process of choosing the faculty presenters was mainly done through reaching out to the chairpeople of different departments on campus, asking them if any faculty members in their department had demonstrated incredible resonance with their students through the transition to distance learning. The panel discussions were excellent ways to demonstrate faculty within and across different disciplines course design, such as large-classes, asynchronous, and synchronous implemented the relevant Pedagogy of Kindness topic.

We found a discussion series was very effective for this series, as it provided experienced faculty with a platform and resources to share their experiences, while engaging directly with their peers. Our aim was to encourage organic and fluid discourse with the panelist s and the attendees. This allowed faculty members to be comfortable sharing their experiences while getting guidance and context for the related pedagogy of kindness topics.

Assessment: Efficacy of faculty collaborations and the series as a whole was gauged on the following metrics: First, the collaborations were measured against overall course design and how well they aligned with UDL and Pedagogy of Kindness guidelines. That was measured against faculty survey feedback and experience with the collaborative process and workshop as a whole.

This information was used to adapt and improve on collaborations measures. Series impact will be measured by attendee feedback surveys, follow up requests, and longitudinal analysis of attendees implementation of topics through future collaborations. We plan on expanding on topics that garnered the most interest during the series as well as offering related hands-on workshops on how these concepts are applied through other facets of teaching.

One requested topic so far has been how to implement these essential pedagogies with a specific lens towards technology and online learning.

This is a highly participatory session. At key intervals defining the challenges that faculty bring and what strategies were used in other institutions , the presenters will poll the audience for how they handled similar scenarios and challenges.

A large chunk of the session will also be spent in scaffolded engagement breakout rooms. Essentially, after presenting the problem at large audience members will have the option of moving into a breakout room guided by a presenter focused on one following topics:. Audience members who attend this session will emerge with a clear understanding of what the pedagogy of kindness is, how it applies to higher education, and why it is so important.

They will have solid strategies on how to work with colleagues and faculty at their institutions on integrating the pedagogy of kindness strategies and methodologies into their courses. They will also have a full framework of launching a similar series at their institutions. This interactive session will introduce the Purposeful Learning Framework to inform course design and delivery that creates effective outcomes for the greatest number and diversity of learners.

Presenters will specifically demonstrate and engage participants in 5 principles for inclusive teaching and learning, with proven resources and methods for applying each. This session will begin with introductions by the presenters and sharing of their respective experience and expertise related to the topic. Session participants will be asked to introduce themselves, how their role connects to the session topic, and what they hope to gain from the session.

Presenters will then share the designed session outcomes to inform participants and to ensure that needs of all participants are met, as much as possible. Discussion will begin by establishing that DEI efforts do not belong to one office or entity on campus, but rather are something critical to be mobilized through creating more inclusive learning experiences where all students see themselves as belonging, represented, and destined to succeed.

This will be shared in the context of a Purposeful Learning Framework, a set of objectives developed by the presenters and used to inform effective online-blended-hyflex course effectiveness. Presenters will emphasize critical course design and delivery aspects that proactively foster diversity, equity, and inclusion while increasing student success and closing equity gaps.

It should be noted that all this is done without changing the course learning outcomes. Participant sharing, input, and engagement will be fostered using multiple in-session active learning techniques. Multiple hands-on activities will enable participants to initiate their enhanced equity and inclusion plans in a learn-by-doing manner and to set goals for near-terms goals they will meet in going back to their respective roles post-conference.

At the conclusion of the session, participants will be provided access to the Purposeful Learning Framework and a wealth of other related Creative Commons licensed resources demonstrated in order to enable their efforts to create the most inclusive learning experiences for their students.

Student recruitment for hybrid graduate programs can pose a challenge due to a variety of factors. Leaders can adopt the Community of Inquiry Framework to enhance student engagement in the educational experience. This session will generate ideas to develop social, teacher, and cognitive presence during a virtual student onboarding plan. The impact of COVID in healthcare education continues to evolve and forced educators to pivot from traditional face-to-face instruction to an online format rapidly.

Alternative modes of instruction required educators to rethink instructional methods for hands-on lab sessions. Social distancing, hand washing, and temperature checks became the new normal.

Mask wearing and protective gear kept faculty and students safe. Despite good intentions, students experienced the negative consequences of emergency remote instruction, leading to isolation, anxiety, and depression. How do you make connections with students in the virtual space during student onboarding activities?

Research shows that the Community of Inquiry theoretical framework supports social, cognitive, and teaching presence in online teaching and learning. Additionally, the literature also implies students may exhibit heightened levels of intrinsic responsibility to collaborate with educators and help solve the problems institutions face during the pandemic.

However, there is a gap in the literature that cites limitations with applying the Community of Inquiry framework throughout the new student onboarding process.

As programs strive to build a sense of community, effective communication, collaboration, and reflection contribute to high levels of student engagement.

The purpose of this research is to describe an online student onboarding program that supports student engagement and promotes student retention in a hybrid graduate Doctor of Physical Therapy DPT program in development. Questions and answers will generate ideas for the participants to establish social, teaching, and cognitive presence.

Building a sense of community and belonging is an integral part of the onboarding process for hybrid and online programs. The Community of Inquiry Framework can help educators select intentional learning activities that address social, teacher, and cognitive presence. Through networking and sharing ideas with peers from other institutions, participants will have new ideas that can translate into virtual onboarding processes for future reference.

Learning design is usually taught to faculty, but faculty are not usually the subjects of learning design. This presentation focuses on centering learning design on faculty using a variety of alternative subject matter experts to teach faculty how to operate an online course in times of crisis. The subject of learning design most frequently centers on faculty learning and creating for the betterment of their students, but faculty themselves are less likely to be the direct subjects of the same efforts.

At Mississippi State University, the Covid pandemic brought this disparity to the forefront as the entire institution shifted to bring over 3, courses online in a single week, with only one full-time employee dedicated to assisting faculty. This presentation focuses on how many experts in varied technical fields came together to create an innovative, effective, and efficient method to assist faculty learning to teach online for the first time.

This session will open with a brief introduction to how Mississippi State Online is structured, and then move into how we informed and mobilized the CRM coordinator, web developer, and student support coordinator into a viable technology unit actively assisting with moving courses online and answering faculty questions. We will then explain the foundational knowledge that each specialty found missing in our faculty at large and how we used each technical specialization to address those gaps in more advanced faculty training and assistance.

Finally, we will speak to how we are continually pulling on the varied technical expertise to create new and relevant training to assist faculty in teaching online. Online proctoring now more than ever needs to not only provide test integrity but should also mitigate the stress and anxiety a student experiences while testing.

In addition, many students also have specific testing accommodations which must be considered. A solution to creating a positive testing experience, while addressing the unique needs of both the student and the school, is not a one size fits all. Attendees will walk away with actionable takeaways they can implement into their online proctoring program to create a more positive experience for students.

Hear from HBCU leaders, as they share about the many challenges and opportunities for aligning their institutional mission to digital strategy, as well as what they have learned along the way while engaging in this work. This collaborative workshop aimed to:. In this panel-style session the first session of our multipart Fusion Summit , we welcome back colleagues from that event to discuss the experiences with building out a digital learning strategy for their institutional contexts.

Specifically, we will explore the challenges and opportunities that surfaced around the implementation of a digital strategy and the complexities of building capacity to support a digital learning strategy. Session attendees will leave with a better understanding of the potential impact s of operationalizing digital learning strategies within higher education institutional contexts specifically HBCUs , as well as benefit from the critical guidance and expertise the panelists and session facilitator, Dr.

Crisi Ford bring to the session. About the Fusion Summit: The success of the field of online, blended and digital learning is bolstered by the dimensions of diversity present across our community, centering practices of sharing and collaboration in support of student success. Focusing on the quality characteristics of online learning as well as digital strategies prioritized by these visionaries through their work in online education, this multipart summit uses actionable design practices and collaborative work to create a community of practice supporting work well beyond the conference.

The post-inoculation phase of the pandemic has raised serious questions about right-sizing the mix of instructional modalities to meet student demand, faculty readiness, institutional capability, and regional needs while simultaneously preparing to offset future challenges to normal operations.

The pandemic ushered in use of digital, blended, and online learning at scales never before imagined in higher education. Do the leadership structures of institutions and organizations play a role in the success of online and blended programs?

How do reporting structures and departmental organization make a difference in how programs function and are supported? This primer offers insights for academic leaders who aim to create resilient institutions, providing strategies to adopt big picture thinking, respond to external factors, leverage the strengths of their institution, maximize relationships, and take strategic action to develop responsive planning in a post-inoculation era. The time to go from reactive to strategic with regards to instructional modalities is now.

In creating institutions that are able to adapt to growing needs, the promise of the resilient college and university is restorative and transformative. It provides a moment to create an orchestral arrangement of opportunities and experiences through strategic activities centering the student of our time and in preparation for the evolutionary student of the future. Amidst changes in student demographics and projected enrollment declines with a backdrop of campus closures across the United States, we are aware of the urgency of the call to action to create resilient and nimble institutions for our post-inoculation future, adroit in all instructional modalities.

To go from reactive to strategic, we must reflect on what we have learned during the pandemic about remote work and learning, nurture our capacity for big picture thinking, and capture the advantages of digital, blended, and online learning. This session will discuss actionable strategies for how to apply them to the strategy, systems thinking, and intentional culture building that must follow.

Our aim is to help you create and refine leadership systems that are scalable and adaptable to all future modality challenges our nation and its education system might face. Join the conversation! We’ll discuss how we’ve advocated for a statewide LMS this past year in several states, why some states can benefit from education-related bills, and what a K collaborative is.

We will share student survey results during the pandemic, and how we responded. Our University is a HSI, and also serves students from tribal communities facing health disparities. This presentation details instructional modifications and student supports, and follow-up survey results. Participants will gain ideas to support students during difficult times. During the COVID pandemic, students struggled under the emotional weight, economic hardship, and logistical chaos of the evolving crisis.

Students needed more from their degree programs than just adequate online classes—the uncertainty and isolation associated with COVID called for increased attention to student and community well-being, as well as modification to regular teaching practices. In late Fall , we surveyed our students about their experiences and what they needed from their program. Our student body is wonderfully diverse and presents a range of unique challenges—our University is a HSI Hispanic-serving Institution , and we also serve a large number of students from tribal communities, students who may lack citizenship documentation, and those who are first-generation college students.

Additionally, our largely rural state lacks widespread access to broadband internet; the digital divide here runs deep. COVID death rates in tribal communities were significantly elevated, reflecting a serious health disparity.

As a result, many of the challenges experienced throughout the country during the pandemic were amplified for our students. After sorting through our survey responses, several themes emerged: students were struggling with lack of reliable access to the internet and the costs associated with increased data usage, and were frustrated with certain features of the LMS and Zoom course delivery. As a program with a large number of adjunct faculty, we needed to improve instructor consistency related to online teaching skills.

Our students also identified that they were feeling the strain of isolation and were craving peer interaction. Students expressed how difficult it was to maintain motivation during this uncertain time, and to balance home, school and work expectations after their daily routines had been turned upside down by COVID After reviewing these concerns, we conceptualized a list of teaching and learning modifications, as well as additional student supports to address the increased mental health challenges.

In this presentation, we will share what we learned from that initial student survey and the details of the interventions we decided to try.

We will share how we aimed to improve teaching, find new ways to create community, and address students’ emotional and academic needs. We will discuss specific Ideas that were subsequently implemented related to teaching; one of these was assigning all adjunct faculty an online mentor to offer training and assistance. Instructors were given specific recommendations for LMS usage, as well as asynchronous training modules to help troubleshoot common issues.

Simplification and consolidation of assignments was initiated by our Lead Instructors for all courses, and all faculty were encouraged to send weekly announcements to remind students of approaching due dates. In a response to the isolation, mental health issues and other hardships that students were experiencing, we mobilized a number of resources to enhance wellness and increase a sense of connection within our learning community.

We increased use of breakout rooms during Zoom sessions, and provided ongoing social opportunities, including virtual student hangouts and social justice topic discussions open to all which allowed students to process current issues around racism, health disparities and immigrant experiences that were impacting the communities we serve. A few tangible resources were also offered to students, including a ream of paper and an office supply gift card. For students experiencing a financial crisis due to lost wages or illness, referrals were made to the University emergency hardship funds.

Not all of these ideas were successful; some were quickly tossed out or significantly adapted. And like all institutions, our University has an administrative bureaucracy that does not always lend itself to rapid, agile changes.

We look forward to sharing what we learned from our process of needs assessment, planning, implementation, and evaluation. We will explain how the follow-up student survey results are now informing our work going forward. Participants in this session will engage in a brief mindfulness activity, as an example of one activity that we utilized during this period to support student well-being. The OLC Community is vibrant, collaborative, and inclusive. This session gives you the chance to let us know what services and experiences can make your OLC membership even more rewarding.

From the website to the research center, to quality scorecards and collaborative learning events such as conferences and online gatherings, OLC is your partner supporting the entire online, blended, and digital learning strategy at your institution. But, what more could we do? We want to hear from you – what can we do to make your community experiences more meaningful, useful, and extraordinary? Join us to imagine what.

The use of artificial intelligence is well and truly embedded language learning solutions, from adaptive processes to voice recognition for pronunciation. Morphing from pencil and paper to technology-based language testing has been happening for many years. However, efficiently scaling the speaking and listening components have proved challenging. Application of artificial intelligence allows for a unique assessment path for each test-taker, and moving beyond language basics to assessment of skills and capabilities for courses or scholarships.

Data from millions of language learners and billions of learning interactions paves the way for the disruption of incumbent language tests and testing procedures. Parents and students are turning to technology to help them find the best match for their study goals and preferences.

Other approaches see platforms built out of networks of college advisors to guide and answer questions from initial contact through to course choices and admissions. With over 8, international schools worldwide, serving almost 5 million students and half a million teachers, international schools are big business globally. Over three quarters of enrolments in international schools come from the host country, an indicator of the demand and ability to pay from parents who want to give their children an internationally focused education and provide a better chance at entry into a top global university.

China has the most number of international schools with almost in the country and will need at least to double that in the coming years to service the likely demand from high net worth families and the growing middle-class population. International education is one of the most commercialized aspects of the higher education, with millions of students travelling abroad each year to study overseas, undertake summer school or exchange programs, or as a pathway into higher education via English language and foundations studies.

Discoverable digital resources for teachers, facilitators and even those aimed at parents provide an easy to find, curate and contextualized content for teaching — saving hundreds of hours creating or searching for content and lessons. Not just covering the core curriculum, digital content, activities and instructional guidance also help teachers with age appropriate resources for skills such as critical thinking using authentic scenarios.

Ready-made interactive online resources and printable worksheets integrate on- and off-line learning. In addition to proprietary providers, peer to peer teacher sharing platforms engage tens of thousands of teachers, rewarding popular and well-designed resources with micro-payments and community kudos.

As learning productivity tools, apps are more popular with digitally savvy generations. Easy to use, organize, tag and find, study note tools are increasingly integrated with operating systems think Chrome extension.

Study and homework organizers range from tools for collating, and finding, going paperless by scanning and storing study papers, annotating and notetaking on PDFs, and putting together citations and bibliographies. Other apps in this category assist students organize their classes, assignments and exams while synchronizing across devices. Arguably the fastest growing segment in the Asian EdTech space, online and offline after school tutoring and coaching supports millions of students every day of the week in thousands of online and offline classrooms and clinics.

Whether learning English to better prepare for high school exams, remaining competitive in mathematics or undertaking broader critical thinking skills training to prepare for SAT-style exams, after school tutoring and coaching in core areas remains vastly popular, particularly in competitive, exam focused cultures. Technology enables high quality digital alternatives to physical classes and have been a catalyst for huge scale and broader access.

Tutoring platforms match tutors with student needs and provide interactive online class spaces for synchronous instruction.

High stakes exams such as language tests, university admissions and entry into professions still feature heavily in the education landscape.

As such, test preparation remains a thriving part of the sector, with more online and personalized options available. As the cornerstone of learning, assessment design, delivery, grading and feedback has been digitized significantly over the past fifteen years. Now far beyond multiple choice question banks, technology solutions are enabling everything from online proctoring, handwriting and audio to text, analysis of video assessment, robust peer-grading systems and assessment design tools.

AI applications in text analysis supports machine-grading of complex written work and identification of engagement and participation in online classrooms. As careers are increasingly made up of many jobs or gigs, which are digital in nature, systems for capturing and recording work output are extending beyond the creative professions.

Digital portfolio platforms provide the opportunity to showcase non-academic work, while code repositories are effectively showcases of programming skills. Traditional credentials provided by universities and other educational institutions are less able to service the need for more granular verification of specific technical, content and professional knowledge and skills.

A number of proprietary and open badging and credentialing services are now available, which manage the design, issue and management of digital badges, allowing learners to evidence their learning, and keep digital credentials from different providers attached to their online social and professional profiles.

Blockchain technology is now powering a number of these providers, thus enabling tamper-proof, shareable and immutable records. Partnerships and integrations between traditional institutions and credentialing providers offers new possibilities. Tools in this space support the new job seeker as well as providing B2B solutions for government and industry managing workforce and industry transitions.

Other platforms use artificial intelligence to improve job-seeking performance through automated resume evaluation and feedback, online interview practice with a robo-interviewer and in-depth interview analysis and feedback. Self-exploration tools help individuals identify their strengths and preferences and identify career possibilities and pathways.

Employers are increasingly seeking evidence of candidate skills rather than just relying on education qualifications for hiring decisions. Using artificial intelligence, solutions in this category assess in demand skills such as creative and critical thinking, problem-solving and communication.

Understanding individual preferences, styles and traits and matching these against employer needs and profiles, or team culture fit are also part of this landscape, with some apps focusing on enabling graduates to uncover their skills and match these with employer needs.

From labor market analytics that help governments, universities and employers make decisions and understand local labor markets to platforms that assist in supporting whole workforces successfully transition into the fourth industrial revolution. New models that take full advantage of big data are disrupting traditional talent acquisition processes with the promise of finding better matches, lowering search and turnover costs and eliminating bias from the hiring process.

Others in this cluster are focusing on matching qualified talent by recirculating candidates who are not hired at one firm into their network of organizations or those that combine training solutions with outsourcing graduates as temp talent.

New players are prioritizing a full suite of features from on-demand video screening, mobile first interfaces to conversational AI chat-based candidate hiring.

Solutions in this category are focused squarely on supporting organizations to keep their workforce engaged and updated with the capabilities required across the company, whenever and where ever needed. Rewarding, recognizing and managing performance solutions range from apps that focus on individual and team recognition for performance, to systems that provide non-salary benefits and rewards, to administrative systems for managing remuneration.

New solutions in this category aim to minimize complexity and provide a digital experience for staff as well as making full use of the data that is captured in these systems to support predictive intelligence and identify compliance issues in advance. Other solutions focus on ensuring that organizations can easily collect and act on staff feedback to support a positive work culture and collective performance.

Taking a holistic approach to staff management, solutions in this space range from re-inventing processes such as managing health benefits, to apps that support employee engagement, motivation and development through online community-building, creative challenges and health-habit improvement tools.

Integrated solutions for companies also incorporate well-being assessments, wellness coaching and biometrics screening. Other tools provide mechanisms for dealing with workplace conflict, giving tough feedback, preparing staff for performance review processes and other stressful work situations.

In K12 and Higher Education solutions are supporting cyber safety, managing bullying, physical and mental health support for kids and young adults.

As workers in the twenty first century will likely have many jobs and multiple careers through their adult lives, they will need to constantly update knowledge and skills to remain relevant and able to fulfil ever changing job requirements. Organizations in this cluster fulfil this need with on demand training in everything from digital skills, safety and compliance to hobbies and creative pursuits.

Operating B2C, B2B2C and B2B models, companies are beginning to use these providers to manage their whole workforce onboarding and training needs, attracted by the ability to add your own content or use extensive provider libraries and easy monitoring and tracking functionality.

Other peer-based platforms highlight the community and social aspects of learning, encouraging members to actively contribute and become a trainer. Gaining practical experience in an area of career interest remains highly sought after by most students and universities are increasingly incentivized to provide internships as part of their programs.

However, internship opportunities are hard to find and traditionally reserved for the elite few. Platforms specializing in promoting internship opportunities help to match candidates with employers and virtual internship models go one step further, allowing students to get hands-on experience while working remotely. These models are increasingly popular as companies become adept at managing a remote workforce and technology is able to support virtual team collaboration and workflow.

With a long-held tradition of practice-based learning with a mentor, apprenticeships have dominated vocational education for centuries. Over the last ten years there has been increased recognition of the importance of practical, vocational training both in traditional and in new skills that will be required of future workforces.

However, conventional apprenticeship models are hard to scale and new solutions are emerging to solve the scale issue. Combining online courses, mentoring platforms, skills assessment and on-site practice-based training, these blended models are becoming more accepted.

Meanwhile, technology is now supporting significant elements of traditional apprenticeship programs such as virtual reality training and video assessment of skills. Systems such as these are likely to become a more accepted and popular way of fulfilling specific projects or tasks as skills shortages in some geographies are balanced by a large number of trained and ready workers in other parts of the world, in particular in emerging economies.

Peer to peer mentoring platforms connecting alumni and students are enabling meaningful connections and scale that were not possible in face to face, localized models. Other services combine structured learning with one to one mentoring, where learners work through content and are paired with a mentor already working in the field. On demand marketplaces connect professionals in specific fields such as coding, to enable project feedback and coaching. Platforms designed to support organizational mentoring programs manage matching, workflow, communication and administration, reducing manual processes and allowing mentoring programs to scale.

Global technology companies provide infrastructure, applications and services to support institutions, in both administration and increasingly learning contexts. Traditionally servicing consumer and business, tech companies are seeking to become the ecosystem platform for the education sector. Global publishing houses still provide a significant proportion of formal learning resources especially in the higher education and high school environments. With traditional publishing business models under threat, publishing houses are investing in EdTech products and moving to digitize their traditional products and product delivery.

Back to top. Firms, individuals and government organizations support education innovation by providing capital funding through direct investment, grants and equity financing. In addition to traditional investment houses, corporate venture funds within education organizations, publishers and later stage EdTech startups also undertake EdTech investment and acquisition activity Back to top.

Accelerator and incubator programs provide much needed support and structure for early stage EdTech entrepreneurs, from those with an idea through to assisting startups to develop their business model, pitch and product, through to help finding investors.

Typically between months in length, accelerator programs provide working space, structured support via programs and mentoring, and cash funding, often in exchange for a small percentage of equity. There are a handful of dedicated EdTech accelerators globally and many education startups participate in broader programs allowing for collaboration across sectors.

EdTech and education innovation events range from mega-conferences and expos to small meetups and practice sharing sessions. Events provide a focus for learning about specific topics, sharing practices and making connections to people working in the broader education ecosystem. Expo events provide opportunities for products and services to connect with potential customers.

Large EdTech conferences attract a global audience and allow connections between thought leaders, entrepreneurs, teachers, government, investors and service providers. National and international awards are fewer in number but range from effective use of technology in teaching and teaching innovation awards, through to tech-product awards in the education sector. Sort original order name symbol number.

 
 

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Explore lpm, trends, and jsa that impact teaching, learning, and leading. That goes back to his days at eCollege, an early pioneer приведенная ссылка providing comprehensive technology, services, and support to help institutions move online. Here, he neaarpod his experience and insights to help institutions excel in the fast-changing /16127.txt environment, and partner successfully with Online Program Management OPM service providers.

We usw institutions and their online learners a wide set of services, technology and support, with a first-of-its-kind shared-success business model. One day early in my career at eCollege, one of our academic partners shared an email with us from one of their students, a single mom living in rural Iowa. I just wanted to thank you for offering this program online, because I would have never been able to get my degree if it wasn’t offered online.

It made a powerful impact on me because I was raised by a single mom who was never able to get her degree, and it still opm usa jobs government jobs nearpod join zoom meeting her to this day.

Achieving sustained success is very challenging for any online program. Situations change. The individuals involved may also change, which can influence the tenor of a partnership. Then talk openly about how you can achieve them together going forward. Shared success means our interests are aligned, both partners are motivated to achieve our shared goals, and we both benefit from achieving them.

A shared success goal might be program growth. Again, it starts with clarity of goals, and the why behind the investment of funding and resources. If an institution wants to expand the population they serve via online programs, how will doing this help them achieve their mission? It’s critical to have jovs on why it matters. That can be at an institutional level, but it also should be at a school, college, department, or program level.

There will always be stakeholder questions about how and why the mmeeting is investing significant resources in this area.

Institutions and leaders have also become more sophisticated in how they approach expanding their online footprint. Earlier this year, for the first time, searches for alternative credentials outnumbered searches for degree programs.

Learners are making more consumer-based decisions in a more competitive environment. Traditionally, consumers tolerated less-than-stellar experiences at higher education institutions. Those days are over. To develop that brand loyalty, the experience you deliver in every interaction matters, at every stage of the student journey, digital or live.

I feel fortunate. Not everybody gets to do that. Moin me as a leader, everything starts with making sure this is as meaningful to everyone on my team as it is to me. Then, I work to inspire them to continuously learn, challenge themselves, be unafraid to fail, and be collaborative. Layered onto all that, we need a structured and formalized approach to how we engage with partners.

Strategic relationship management is really challenging. The impact of our partnerships is massive. We take that very seriously. We must work every day to show value to the institution jobz to each of its leaders.

That involves engaging many вот ссылка within our organization. Across Pearson, our team has incredible capabilities. I live in Colorado, and we definitely take advantage of living in this amazing state. Discover how next-gen OPM is driving ipm success through innovation. How do you deliver value to learners and employers alike? In the hot field of cyber security, the University of North Dakota has cracked jpbs code with the design of its recently launched online program.

It offers more than online degree and certificate programs, encouraging students from around the world to explore more than fields of study every year. UND is dedicated to its mission to provide transformative learning, discovery and community engagement opportunities for developing tomorrow’s leaders. The teams opm usa jobs government jobs nearpod join zoom meeting on course development, tailoring courses to 14 weeks nerpod.

Both partners agreed that this gave learners the right amount of time with the material and addressed their needs for convenient, short courses that deliver work-ready skills. The university also relied on the partnership for market research and insights, meetimg and enrollment support to widen its reach. The strategy was to give more learners valuable career preparation by including certificates in the degree program.

With the addition of cyber certificates to the online program, learners can gain recognizable, industry credentials as they move toward earning a full degree — making them more valuable to employers sooner. The tracks and certificates include:.

Collins brings a background in journalism, marketing, public relations, corporate communications, and jojn not least — music. Sometimes you can be the lead in a musical or in a play, right? Jos, knowing how to make all these teams work together well at the same time nearpood one of the most important things I can do. I ran global marketing at Iomega, which made external storage drives: Maybe you remember the Zip drive.

We sold through retail channels like Best Buy, as well as through distributors who sold to retail. Canada maple syrup strategic reserve california dmv I learned the power of channels and partnering.

And our продолжить чтение in turn succeed when their learners succeed. In our student success and retention work, and in everything opm usa jobs government jobs nearpod join zoom meeting we do, we need to be relentlessly focused on making both learners and partners more successful continually. When a college professor tells me that they never imagined their in-person course could be so engaging in an online format, or a student interacts with learning more online than they would have in the traditional classroom, I know that Usw, along with my incredibly talented team, are fulfilling our mission.

We are Pearson’s Learning Design Solutions LDS team, and our job is to reimagine traditional higher education courses for the online environment. With decades of expertise opm usa jobs government jobs nearpod join zoom meeting online education and course development operations, LDS brings science jovs insight to ensure our college and university partners’ online courses are xoom and developed to meet the highest expectation of quality and efficacy.

Our tenets are straightforward:. A recent Brookings article, Opm usa jobs government jobs nearpod join zoom meeting college classes can be better than in-person ones, reaffirms that online learning is gaining recognition and thriving beyond the potential consequences of the pandemic. This is a goal for us—to use our education super powers for the good of all learners, no matter the model or method.

Learn more, and explore Pearson’s online learning offerings and OPM services. Originally published by the Pearson Insights blog. As educators, one of the biggest issues we have recently had to tackle in our classrooms is the increase in academic misconduct. Gogernment, there has been a tremendous rise in ed tech companies that flourished during the pandemic.

Elaine W. Tan we discussed specific strategies to be proactive with students about academic integrity. Jeeting of those strategies was to introduce academic integrity at the beginning of the term.

This proactive approach from day 1 has really made a difference in our classes. In this post, we will go into more specifics. Many students might not see a given behavior as cheating until you tell them. In fact, in a College Pulse study 1students were asked how zolm or unacceptable it is to Google homework questions to find the answers and use study websites to find answers to test or homework questions.

See the wording that we include in our syllabus. Only 1 in 5 students had instructors that discussed that cheating was problematic. One way to begin that conversation is by setting aside time in joobs first two weeks of class to show them a video covering academic integrity. More findings from Dr. This can be especially true with online learning and the isolation brought on by disruptions /17240.txt learning over the last few years.

We can address this proactively by creating a connection within the first days of class. Something we started doing this past year is having opm usa jobs government jobs nearpod join zoom meeting required minute govwrnment meeting with uea student within the first two weeks of the term.

Within that meeting, we communicate to them that we are invested opm usa jobs government jobs nearpod join zoom meeting their success and how the course material can help them opm usa jobs government jobs nearpod join zoom meeting their real-life goals.

We also talk about academic integrity with them. Pom the template email we send out to our classes. Have clear and specific rules and instructions for assignments and exams so students governmebt what is ok to use and what govenrment not.

This jlin states which resources are allowed and which are not, links to the student code of conduct, and clearly lays out the consequences for an academic misconduct violation. View our exam policy checklist. By bringing in these strategies at the перейти of the term, we have found that the number of academic usq issues in our courses has joun dramatically.

Although academic dishonesty may never fully go away, it is important to talk about and provide students with the education to improve their actions. Get sample documents for communicating with your students about opm usa jobs government jobs nearpod join zoom meeting dishonesty.

Bakken, S. A Research Review on Student Cheating. Sasha Thackaberry, Ph. See how her experiences shape her current work at Pearson to help learners and institutions thrive. Even today, change opm usa jobs government jobs nearpod join zoom meeting underrated. Meeying techniques so often нажмите сюда to sell us stuff can also be used to remove barriers to learning govsrnment encourage people to continually engage in it.

It starts with creating and building a foundation that enables you to be proactive and flexible, no matter what. Two issues are key. First, institutions must invest heavily in their technology infrastructures. One of the best ways is to be very upfront about failures because they teach us how to change. Obviously, there usajobs federal government official sitel workout exceptions, but in higher ed environments, failure is too often viewed as a lack of competence.

 
 

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Register now to join us Friday 17 Septemberor sign up even if you can’t attend so we can let you know when the посмотреть еще recording and materials are available. We’ll email you a link to add the workshop to your calendar along with all the connection information you need.

The workshop will start with a quick orientation to collaborative annotation for social reading: What is it, and how are people using it to enrich online, face-to-face, and hybrid learning?

Then we’ll shift to a hands-on activity to explore, discuss, and augment readings selected by our special guest educator, Dr. We’ll practice reading together to see firsthand how social annotation can build understanding, connections, and community. Our conversation will be anchored in text — literally — and spread out to engage other texts, ideas, and people beyond the workshop itself. To participate in this free virtual workshop, please register online. Note: You do not need to be a registered attendee of OLC Accelerate to participate in this workshop.

Hypothesis will send registrants virtual connection information prior to the workshop. Registered OLC Accelerate attendees will, however, also нажмите чтобы перейти able to access the workshop through the workshop session link on the OLC Accelerate program page. Evaluate Session. Searching for a fun way to end your week and launch your OLC Accelerate experience? Look no further! Whether you’re new to the OLC or been with us for years, join us for light networking and insider tips into how to get the most out of your online conference experience.

We’ll show you tips and tricks for engaging with Zoom, and crowdsource ideas for how you might run virtual networking in your own contexts. And of course, you’ll leave with new connections and friends to navigate your OLC Accelerate experience with. With so many offerings, large conferences can be difficult to plan for particularly during the current professional era, where many have to balance professional development alongside a regular work schedule. Join us for light networking and insider tips into how to get the most out of your online conference experience.

Large professional development opportunities like conferences can be difficult to plan for, particularly in today’s climate when most of us are attending alongside or in between work commitments as opposed to having the flexibility to нажмите чтобы перейти for and focus on the event itself. With this in mind, we’ve designed this session to help you make the most opm usa jobs government jobs nearpod join zoom meeting your conference experience.

Join members of the OLC team and our amazing group of volunteers for an engaging preview of the conference. Opm usa jobs government jobs nearpod join zoom meeting a sense of больше на странице all the conference has to offer, hear from others who’ve attended before about the things you shouldn’t miss, and importantly kick off your OLC Accelerate experience with fun community building.

Join your volunteer Field Guides and other conference attendees for the synchronous Field Guide Power Hour, where they will help you plan your conference experiences based on your areas of interest, help you connect with an Innovation Crew, and create an OLC Accelerate engagement plan.

The OLC Field Guides will be there to suggest interesting presentations and virtual social activities, train you on the use of the OLC Accelerate Virtual conference venue and website, and point out Engagement Maps designed to help with your program planning.

We will also discuss what sessions will be live streamed from the onsite conference in October, which all virtual attendees will have access to. Meet old friends, make new acquaintances, and plan your schedule. We can’t wait to see you there! Make the most out of your conference experience by joining OLC Live! This session will help participants identify appropriate online instructional techniques to prepare small group leaders to lead effective in-person small-group learning experiences.

The presenters will share examples from their own work and collaborate with participants to identify low-tech and high-tech tools that can be used in these efforts. Identify types of learning experiences where small group, in-person instruction is essential. Map elements of opm usa jobs government jobs nearpod join zoom meeting in-person experience opm usa jobs government jobs nearpod join zoom meeting teaching points that small group leaders need to know. Identify appropriate online instructional techniques to use when preparing small group leaders to lead effective in-person small-group learning experiences.

The Covid pandemic brought about seismic shifts in teaching and learning, with explosive growth in online teaching of topics that many had never considered teaching online before, and with educators читать больше unique ways to bring their content to life online. Nevertheless, some topics require in-person learning experiences. For example, while simulators can enable medical and nursing students to practice techniques, and telemedicine is growing in popularity, these learners still need to interact with patients in the clinical environment in order to become effective practitioners.

As well, even as faculty members and students are becoming more comfortable with online learning, both groups still see benefits to in-person instruction as well, and are eager to return to some level of in-person instruction Supiano, Many learning experiences that benefit from in-person instruction will also benefit from having learners come together in small groups, so that they can receive more targeted instruction, or detailed feedback on their performance from the instructor and their peers.

As the availability of vaccines allows a return to in-person instruction in the United States and many other countries, educators will begin considering which opm usa jobs government jobs nearpod join zoom meeting can continue to be taught online and which will benefit from in-person learning activities.

This session will draw on the knowledge of the presenters and participants to examine characteristics of learning where in-person instruction is essential, and to identify key elements of the in-person experience. The discussion will then turn to the benefits of small groups for in-person opm usa jobs government jobs nearpod join zoom meeting, and the need to prepare small group leaders to work effectively with their groups to ensure that the students receive the benefits of the in-person experience.

Preparation of small group leaders is essential, especially if they have not been involved in the design of the in-person learning experience. The designer of that experience needs to find ways to convey to small group leaders the main teaching points as well as some of the intangible elements of the experience that make it most suitable for in-person learning.

In many cases, the preparation of small group instructors for in-person learning experiences can in fact be done online – with both low-tech and high-tech tools. Online instruction enables standardization of knowledge among group leaders and also provides ways to ensure that the group leaders have indeed completed their preparation.

The presenters will discuss benefits of different online instructional techniques to prepare small group leaders for different types of in-person small group learning experiences, examining both low-tech and high-tech options. The presenters opm usa jobs government jobs nearpod join zoom meeting describe two projects in which they collaborated with the designers of small group, in-person learning experiences to provide online preparation of small group leaders, opm usa jobs government jobs nearpod join zoom meeting a special focus on how they mapped elements of the in-person experience to teaching points that small group leaders needed to know.

Finally, the presenters will invite participants to consider how they could shape such experiences within their own environments, applying tips and techniques from the presentation as they begin planning ways that they can provide online preparation that can help small group leaders to provide effective in-person learning experiences.

As opm usa jobs government jobs nearpod join zoom meeting in the topic description, there are four primary elements in the plan for interactivity for this session. After a brief background discussion, this session will open by asking participants to consider this question of what topics and content can benefit from in-person, small-group instruction.

Session leaders will display a shared document and invite participants to make recommendations. Based on this list, opm usa jobs government jobs nearpod join zoom meeting will discuss a list of characteristics of the types opm usa jobs government jobs nearpod join zoom meeting learning experiences that will benefit from in-person instruction.

Supiano, B. Bring your own device because your students are. Are your teaching methods making the most of the rise of mobile learning? This workshop enables participants to add mobile learning theory to their продолжить чтение to better engage their students despite the method of access to the course.

As More students are using their mobile devices as an educational tool to benefit their learning, our pedagogy needs to incorporate mobile learning practice so that we can bring effective teaching practices into the 21st century.

Both fully online and blended learning students report using their mobile devices with regularity to engage in their courses, complete coursework, and communicate with instructors and peers. If our teaching stance fails to consider the experiences of students using mobile devices, we risk diminishing their educational experience and may fail to fully engage them in their learning environment.

This workshop is designed for faculty, instructional designers, and those interested in effective online and blended learning teaching перейти на страницу. The workshop format will walk you through conceptualizing mobile pedagogy, brainstorming application possibilities, and planning mobile-friendly teaching methods.

Workshop participants will collaborate to share relevant experiences, innovative approaches, and create practical plans for effective mobile teaching strategies.

B ring y our o wn d evice to investigate new mobile approaches and test the mobile teaching strategies that will be created during the workshop.

Computer simulations hold great utility in the area of teacher education; however, very few teacher education programs utilize them, despite excellent training outcomes and low cost.

This session will provide attendees with a comprehensive and engaging overview of innovative games and simulations in the area of teacher training. Teacher education has been criticized for a number of gaps in learning.

Darling-Hammond and Ramsey agree that classroom training experiences are inadequate for pre-service teachers as they usually focus on lesson planning more than student behavior and functioning. Groundwater-SmithCambourneand colleagues have shown that the best way to train pre-service teachers is for them to have unlimited time in the classroom and to be involved in the complex decisions that teachers make every day.

However, this is difficult to achieve due to budget and time constraints. Training pre-service teachers in a classroom requires patience from the students as a less than competent teacher in training makes mistakes. Classroom simulations can help pre-service teachers develop the skills that it takes to properly run a classroom without the high-stakes risk of causing harm to actual students Matsuda, Pre-service teachers use simulations to turn the knowledge they have gained in their coursework into real experience Office of Postsecondary Education, ; Peterson-Ahmad, Simulations can allow pre-service teachers to see their students from a different perspective and thus gain insight into the best ways to manage their future classroom.

Correction and feedback are built into most simulations, allowing learning without real consequence Ferry et al. Simulations provide the opportunity for active and higher order learning through role-playing with students, as users are presented with realistic scenarios, engage in conversations with students, encounter a variety of student responses depending on their actions, and receive feedback for remediation. Computer simulations can help pre-service and new teachers experience active and deeper learning through role-playing without the high-stakes risk of working with real students and potentially causing or experiencing harm Matsuda, Across various disciplines, simulations have been used to remove the risks of real life learning experiences, while allowing the user to gain needed perspective.

Computer simulations have been used in many complicated or high-risk situations Ward et al. The business world is one of the most widely developed ссылка на страницу of simulation training. Some businesses are using Second Life as alternate offices by which employees can meet and share materials. Companies may use the virtual meeting place to display ads, posters, and other designs live in 3D to clients all around the world and can save thousands of dollars through piloting campaigns in the virtual world, rather than creating expensive, lifelike models Hof, Current research on simulations has revealed multiple important factors in determining whether the simulation will be useful.

The extent to which the simulation bears resemblance to real life, as well as the method in opm usa jobs government jobs nearpod join zoom meeting it is used in coursework, has a meaningful impact on how effective it is Ward et al. Research on the Curry Teacher Simulation has revealed that the more life-like the program is, the more likely it is to translate into practical use Office of Postsecondary Education, Kraiger and Jung determined that the salience of a simulation is not determined by how well the users liked the simulation, but by how much they learned from the simulation and applied it to their jobs.

Kirkpatrickproposed that trainings need to be evaluated based on reaction, learning, behavior, and results. In addition, design features are a crucial part of the simulation opm usa jobs government jobs nearpod join zoom meeting. Merely participating in a simulation is not enough for meaningful learning to take place. The instructional /16052.txt features that hold the most weight are performance assessment, task analysis, scenario design, instructional feedback, and participant reflection Salas et al.

Teacher simulation training has come a long way over the past few decades. These methods were instrumental in encouraging the next step towards computer simulations, but did not provide the real life feedback that a student would give to the situation Matsuda, They were used more as a method of testing and researching teacher behaviors than as a means to educate the teacher.

In addition, more recent computer simulations do not require the use of a facilitator because the simulation does the explaining and guiding on its own. Currently, a number of simulations are available to teacher educators, and they fall into the categories of virtual puppetry simulations, Multi-User Virtual Environments MUVEsand single user simulations. Virtual puppetry simulations are synchronous, as the pre-service teacher interacts with actors who comprise the class of students in the virtual environment.

Multi-User Virtual Environments allow multiple students to interact synchronously in virtual environments. In single user simulations, the simulation has pre-programmed responses to complex threads of interactions between the pre-service teacher and the simulated student. This session will include simulations from each of the above categories. The field of computer simulations is ever changing.