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+league +use +west +##u +face +think +##es + +government +##h +march +cover +job + +introduced +chest +hell +feeling +##ies +success +meet. Via Inside Higher Ed: “The U.S. Department of Education plans to hold a negotiated Via Education Week: “Is STEM Oversold as a Path to Better Jobs? Making class learning centered · offering students recorded individual or group feedback from you. · recapping the week’s progress using a video.
Lights, camera, action: Engage students with videos.
Behavioral design. Operant conditioning. But nobody asked the pigeons. And even with the best of intentions for pigeons — promising pigeons an end to poverty and illiteracy, nobody asked the pigeons.
Except the US. So be sure to tout how VR is going to make people more empathetic. More on the shit-poster via Wired. Surprise, surprise. Graduate assistant Lindsay Shepherd is suing her university, Wilfrid Laurier University , because she was asked some tough questions or something.
So What? Honestly, people, there is a thing called ‘BitSchool’ now, doing ‘personalized learning solution’ through a blockchain ‘paid for use system’ – how much bullshit can we take??!! Sponsored content on Edsurge , paid for by the Chan Zuckerberg Initiative , includes this on screen time and this on grade levels. Investors include Heather Reisman and John Montalbano. Civitas Learning has acquired ClearScholar.
Lincoln Learning Solutions has acquired Evan-Moor. Be aware of the drumbeat from business of tech sites that want to convince you screen-time restrictions are damaging. As competition increases, institutions report mixed results with the model. Reorganization Plan is Out. Where Is the Office of EdTech? Israel, alarming critics. Ron Howard voiceover: she was not really looking forward to Space Force Academy. Starts with a g? Ends with -uns? The US has a long history of separating children from their parents and sending them to violent institutions.
There are more court cases in the immigration section above and in the financial aid section below. These lawmakers think so. Albans and Sidwell Friends — announce they will stop offering Advanced Placement courses. And Why Does It Matter? The report it commissioned explains how those efforts fell short. Via Technical. Microsoft has acquired Flipgrid.
Degreed has acquired Pathgather. So surveillance section it is. Experts Say Not So Fast. We just learned it was a fraud. But a book! This book! This article is cross-posted to the Teaching Machines website , where you can — should you choose — stay up-to-date with my research and writing. John Kasich for his signature. The New York Times on Janus v. During Mr. He could spend up to 12 months in prison. The former: Purdue University ; the latter: Kaplan University.
Cogswell is the owner of Cogswell College , a private California-based for-profit institution. For more details an important and pretty devastating Supreme Court decision regarding organized labor, see the courts section above. Skeptics wonder if it will hurt the institution more than it helps. Faculty at Oregon State University have unionized. Another coding bootcamp shuts down. More details in Edsurge. Learn How They Are Expanding.
Small world. More churnalism. Sphero has acquired Specdrums. Education Networks of America has acquired CatchOn. SecureSet Academy has acquired the cybersecurity training company HackEd. AdvancED and Measured Progress will merge. This year ISTE18 is using smart badges. Alexa Hits the Classroom. This university is giving out Amazon Echo Dots.
The model is designed to equitably allocate local, state and federal resources based on student needs. A video went viral; Pruitt has since resigned. More on Ohio Representative Jim Jordan in the sports section below. Priscilla Giddings took a picture with them and posted it to FB with the following caption: pic. We’ve had feedback over the last week that some people are unhappy with our plan to offer up to 14 scholarships to refugees living in the local area.
To these people, we would like to say: Tough. Jog on. Some Miming Helps. Helluva budget for marketing that initiative has. What can you do with a history degree?
Look at former Harvard President Drew Faust , for example! Pay Tuition Later. He wrote a very good response.
Speaking of terrible ideas taken up by terrible people and terrible companies, Andrew Ng — yes, of MOOC fame — says that we should be less concerned with making self-driving cars safe and more committed to training bystanders pedestrians? Good fucking grief. The Gates Foundation got a ton of press. It shaped policy. But advocates want to see more. This article on personalized learning has graphs so it must be true. Mani Pavuluri, a star pediatric psychiatrist at the University of Illinois at Chicago whose clinical trial studying the effects of the powerful drug lithium on children was shuttered for misconduct.
Jameson Brewer, Nicholas D. Hartlep, Ian M. President Trump has announced his pick to replace Supreme Court Justice Anthony Kennedy — more about that in the legal news section below. Not sure why one would want to associate oneself with Elon Musk or his billionaire-bro fantasies of tech-enabled heroism, but hey. Perhaps we can learn a little about the folks who still do. Melvoin was recently elected to the board in the most expensive school board race in US history.
The school-to-prison pipeline looks like this — from TheAppeal. Letting the police decide what students should and should not read — totally a sign of a healthy democracy. Politico has a breakdown of his education record. Cloud State professor alleges forced union representation violates her rights.
The Strayer and Capella merger has been approved by its accreditor. The university gave false information to U. The dean of the Fox School of Business was ousted amid reports that he encouraged a culture that focused on rankings. Sounds like fun. But wait wait wait. Wait wait wait wait wait wait. All this over a difference of two?
Canvas has two more installations than Blackboard in the E-Literate calculations? Indeed, Edutechnica, which also tracks LMS data, responds with their own numbers and says that Blackboard still has about two hundred more installations than Canvas and about a million more students using the software. Then you reprint a blog post from the organization so you get all the clicks. National University has acquired UniversityNow — or some of its technology platform and curriculum, at least.
UniversityNow had previously sold off some of its technology to Penn Foster a couple of years ago. Good work, everyone. Jeff Sessions remarks on student data privacy laws and how they may inhibit school shooting prevention efforts pic. Not directly ed-tech related, except for the part where many ed-tech evangelists really really really seem to want to put listening devices in classrooms. And the immigration section below is full of monstrosity from this administration.
Bowser has issued her first-ever veto, rejecting legislation that would allow high school seniors absent for more than six weeks of class to graduate.
Incoming freshmen at Washington University , that is. It would be great to see education technology organizations also turn away this money, knowing that — if nothing else — children and families are harmed by anti-immigration policies and practices.
Because of course. No One Knows. It was racist. And if it does, our country will go down, too. Dunn, president of Southern Illinois University. Should They? Should Disciplinary Associations?
Narrator voice: someone is. Just grand that Facebook is running a bunch of media literacy and digital training courses for community colleges. I mean, clearly the company has a strong grasp on the politics of information. And the subsequent churnalism. Unizin is partnering with TurnItIn. Unizin, for those who keep forgetting, is a consortium of schools who are using the Instructure learning management system to build out some sort of “learning ecosystem” or something like that. Sponsored content on Edsurge this week, paid for by the Gates Foundation , includes this.
The coding bootcamp a. The company also announced that it has acquired the coding bootcamp a. Volley has raised an undisclosed amount of money from JPMorgan Chase. Showbie has acquired Socrative from MasteryConnect. MasteryConnect acquired Socrative in The reports are starting to come back from those surveilled by ISTE at its conference last month.
That people were asked to surrender their privacy and security for incorrect data claiming to offer “personalized learning” is just perfect. Another invocation of Google Map s as a metaphor for student learning data in Edsurge. The Google Empire. But sure sure, great metaphor for the future of education, guys. In New York City, the answer could be yes. Her nine other yachts were unharmed. Swedish student single-handedly prevents deportation of Afghan asylum seeker by refusing to sit down on flight pic.
Via triblive. An update on Mark Janus of Janus v. Department of Education on Wednesday unveiled a proposed overhaul of a federal rule on student loan forgiveness , with a plan to possibly make the process more restrictive for defrauded borrowers. Via Cleveland. Statement That Alarmed Professors at U. Coleman University will close, IHE reports. Why is this in the job training section of the Hack Education Weekly News, you ask? Sounds amazing. Ignore it. Talking about it expands that overton window, if nothing else.
And it feeds the clickbait machine at Forbes. But know that I am screaming. Related, from CJR : “We need a new model for tech journalism. Also stalking you and your children, retail stores. What Does That Mean for Teaching? When in doubt about a major scientific study, read Ed. My apologies that this is a day late. Or rather, yesterday I moved.
And thanks to the shining brilliance of American digital infrastructure there is no Internet yet in my new place. These districts want to find out. Via oanow. Investors Say, So What? Or just have them read a book. LeBron James opened a school. Well, LeBron James and the Akron public school district , that is.
Sticks With Him. Swant, executive vice president for administration and finance. More via AJC. Does the Profitable Glow Extend to Education? I wish some of these stories about this would reference the Undetectable Firearms Act of signed by one Ronald Reagan.
But I wish a lot of things about tech journalism, I guess. Maybe Not. Or press release? Why not. This is where all the press releases and press release rewrites go.
What could possibly go wrong with that? Oooh, I am sensing a trend here. He also sits on the board of TurnItIn. The company offers a platform for people to turn their home into childcare facilities; it also offers training and licensing. Weld North Education has acquired Reasoning Mind. K—12 Curriculum. I ran the numbers on the amount of venture capital in education for the month of July. Questionable survey data is questionable. Former Secretary of Education Arne Duncan is making the rounds to promote his new book.
Help Them Graduate. Is it too much? IBM has joined edX. Google has updated its pseudo-LMS, Classroom. Google blogs ; tech publications help market the news.
NPR on the latest show from Sesame Workshop. I am sensing a trend here… preschool management companies. Procare Software has raised an undisclosed amount of money from Warburg Pincus.
The childcare management tech provider also acquired Cirrus Group , which also makes similar software. Daekyo , a Korean tutoring center, has acquired the adaptive math company KnowRe. Elsevier has acquired Aries Systems. Via DataBreaches. New research tells us what happened next. Why Some Studies Show Otherwise. Carranza, New York City schools chancellor, acknowledged that investigators had managed to visit only half the schools involved.
And that makes the mobile app pretty useless, IMHO. That would be Omarosa Manigault Newman , of course. We are in the worst reality TV show ever when if we find ourselves rooting for her villainy and treachery. Spoiler alert: video games. Shocking, I know, but back-to-school means a lot of seasonal downloads for various education apps.
Speaking of blogs, Harvard announced it will no longer host blogs. PR gonna PR. So are adults, to be fair. LittleBits has acquired DIY. Educause has published the Horizon Report for Higher Education. The big ed-tech news this week is, of course, that Betsy DeVos is considering allowing schools to use federal funds to arm teachers and staff.
King to be the assistant secretary of postsecondary education. Gotta keep hyping that MOOC thing. Not surprisingly, there is more MOOC news in the surveillance section below.
There is some ongoing online education news from Ohio in the legal section above. That means they receive thousands of dollars in taxpayer money to carry out these non-inclusive policies. Something something innovation something something blockchain.
And there are more stories about various sports-related scandals in the sports section below. Is Losing Its Accreditation. The suspension: three games.
Taking this pretty seriously, I see. Good grief. Even worse? This idea from another bootcamp founder. But Will It Work? Can Eva Moskowitz turn it around? Sounds legit. Gotta keep hyping that VR thing. Sponsored content on Edsurge this week, paid for by the Chan Zuckerberg Initiative , includes this. Only if you think surveillance is kid-friendly.
Despite this institutional success, few courses in the Department of Mathematics have transitioned to the use of OER. Many students, regardless of major, are required to take these courses to fulfill their graduation requirements.
If affordable learning resources were to be adopted within the department, especially those high-enrollment courses, the potential cost savings to thousands of students annually is tremendous. However, mathematics instructors may have difficulties in delivering online courses because they have faced time constraints and limited access to course resources and professional support during the COVID pandemic.
Additionally, math can be a complicated subject to teach completely online when students in a traditional classroom often rely on the instructor writing and explaining equations on the board in the classroom. Course instructors might resort to online supplemental resources or textbook access codes. Besides, many resources provided online are not curated or validated, so the quality of these resources remains uncertain.
Therefore, this proposal showcased design-based research that informs design, theory, and practice concurrently via iterations Hoadley ; Sandoval For customization, OER provides users with permission to retain e. Another advantage of OER is the time-effectiveness of updated resources since they become immediately available for use without waiting for the long publication cycles Kimmons, Clinton found students using OpenStax textbooks in an Introductory Psychology course spent less money on course materials but performed slightly better than those using traditional textbooks.
Colvard et al. This has been of particular importance during the COVID pandemic when students have not had access to shared textbook programs e. It is noteworthy that OER needs to undergo verifications and curations before being implemented in courses to ensure effective online learning, given that anyone can publish OER.
Free-standing OER without any pedagogical strategies cannot empower students with specific expertise desired in a domain. The first iteration of the design-based study was completed. Our team undertook a comprehensive needs assessment to determine best practices for encouraging the adoption and customization of OER within the Department of Mathematics.
A total of 6 of 23 mathematics instructors responded to the survey. Survey results were analyzed using SPSS to report descriptive statistics. All respondents had at least heard of OER, but only two use them for teaching. Descriptive statistics also show that curriculum-appropriate open textbooks, library-licensed materials, and ancillary materials such as homework systems in mathematics were widely available.
After scheduling interviews, participants answered predetermined questions focusing on their challenges and needs to integrate OER in teaching. The semi-structured interviews allowed researchers to ask follow-up questions to provide additional information when desired. All interviews were recorded, anonymized, transcribed, and then analyzed using NVivo Inductive analysis Creswell, with open coding and pattern coding Saldana, was used to identify the themes.
Team members were thus determined to assist Mathematics faculty by developing outreach materials and programs for OER awareness and also professional development resources on efficiently using OER and supplementary homework system e. This project provided implications about scaling up mathematic instructions using OER.
This session will be educational and focused on providing attendees with knowledge about this project and our approach. There will be time throughout the session for attendees to share their understanding of OER and use them at their institution. Additionally, we will be featuring the tools we utilized for this project e. That way, they can promote OER at their institution.
Lastly, there will be time for questions. The primary goal of this session is to educate attendees on OER and the process of aiding a department on campus to be more familiar with OER. This session will share our research on the subject and the development of materials to assist faculty in feeling confident of electing to use OER. Additionally, attendees will hear first-hand challenges about OER and our approach for empowering our faculty to use OER.
Clinton, V. Savings without sacrifice: a case report on open-source textbook adoption. Colvard, N. The impact of open educational resources on various student success metrics. Hilton III, J. Open educational resources and college textbook choices: a review of research on efficacy and perceptions.
Educational Technology Research and Development, 64 4. Cost-savings achieved in two semesters through the adoption of open educational resources. Keefe, J. Personalized instruction: The key to student achievement. Kimmons, R. Expansive Openness in Teacher Practice. Teachers College Record , 9 , n9. Lin, Y. Exploring student perceptions of the use of Open Educational Resources to reduce statistics anxiety.
Journal of Formative Design in Learning , 1 2 , Merriam, S. Harmonize is a powerful learning and communications tool that helps every student share ideas and engage more deeply in their learning. Students have more choices for how to join the conversation—from audio, to video, to text, to images and more. Starting with a little bit of orientation, some guided roadmapping, and most certainly lots of key reflection and collaborative learning, this session will get us thinking about the possibilities for asynchronous online engagement.
Whether these took the form historically of a poster or more recently, a pre-prepared digital presentation, these sessions afford presenters and participants alike a unique opportunity for sustained engagement because they were designed with the asynchronous in mind.
But taking the time to orient to these types of sessions in a conference setting, as well as meaningfully engage with them is not always easy, particularly given all of the other opportunities presented to us. As such, this interactive session was designed to address those two considerations specifically. Our work will be guided by an intentionally designed Discovery Session Roadmap, which will help us identify which sessions to start with and those we want to intentionally plan to get to in the future.
In this session, we will explore how we, as a field, define online engagement in professional learning ranging from defining engagement in outcomes, to conceptualizing activities that help us meet those defined outcomes. For the field of online, blended, and digital learning, the pandemic revealed the striking realization that we as an educator and learner community do not have a consistent nor in-depth answer to the question of what quality online education looks like.
A sweeping misconception, this predictably meant that our design work centered our own limiting factors as educators like time, staffing, support, etc. Also predictably, initial reviews of our courses were not overly positive and highlighted that we had a lot more to learn about what quality meant for online teaching. In this session, we will dive into one key aspect of quality online education: engagement. We will begin with an exploration of the many ways we define online engagement, looking to its articulation in outcomes, our activity design, and metrics as useful starting points to gather around.
We will also discuss the ways in which taking up certain definitions of engagement bound our practices, and consider the implications of these various epistemologies on the learning experience s itself. This session serves as a direct response to recent research around the impact of and our collective priorities for With this in mind, the session has been designed to connect educators around not just definitions of engagement, but example practices as well.
And though this session seeks to largely support educators looking to improve upon the way they incorporate engagement into their learning environments, it will also provide useful starting points for instructional designers and other educators looking to facilitate similar conversations with instructors. Likewise, leaders, administrators, and researchers alike will benefit from the time dedicated to discussing engagement trends. Together, we will explore a number of key areas of focus that we should all be tending to in our teaching, including modality, format, diversity, equity, and inclusion, access, and community building, among other things.
Finally, we will anchor our discussions and the example practices shared in core scholarship around engagement to help us better understand not only what engagement is and how to plan for it, but also what it takes to sustain it. Topic and Relevance: Distance learning has risen in popularity in the last decade.
More lights have been shed on the design and development of online courses. The increased interaction between the students and the digital content has been recognized as a significant factor to improve learning outcomes Hung, Kinshuk, Chen, How do we know if students are engaged and the design is effective?
We will present our pilot solution which consists of 1 instructional digital content: two interactive presentations which have xAPI statements embedded, 2 a Learning Record Store LRS , which is responsible for receiving, storing, and providing access to xAPI activity logs. 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. This panel discussion situates change-oriented and action-based work within a critical reflection on the ways in which we do and do not build and lead with models that center the diverse experiences and expertise in our community.
Join us for collaborative storytelling, strategy sharing, community building, and future landscape-reflecting. In the second session of our multipart Fusion Summit, Angela Gunder will moderate a panel of visionaries and leaders. Together, they will engage in a dialogue around the future landscape of our field, focusing particularly on the ways in which we do and the ways in which we do not build and lead with models that center the diverse experiences and expertise in our community.
Included in this commentary will be a critical reflection on the implications of our actions and leadership, as related particularly to our engagement with community experience and expertise. Participants who attend this panel session will leave with a better understanding of key differences between the types of actions which serve to benefit the field of online, blended, and digital learning, and those which serve to further perpetuate harmful narratives and practices often western and colonial in our field.
Apart from stories, panelists will offer up a digital strategy, model, or practice they have utilized in their educational spaces. They will contextualize their examples within the lessons they learned along the way, their own journeys in coming to understand the characteristics of quality online learning, and how they came to prioritize digital strategies that center diversity, equity, and inclusion.
Given that an explicit goal of the Fusion Summit is collaboration and community building, session panelists and the session moderator invite participants to bring to this session their own stories, along with any specific questions they have.
By applying an effective course quality review process to assess instructional strategies, design teams can impact student outcomes, alignment, and student satisfaction in competency-based education. In this presentation, we will provide evidence of improved student outcomes based on applying rigorous course quality review processes in our design and development.
Session Title: The title of the presentation is limited to characters. Try to create something that accurately describes your intended session, which is also catchy or interesting. Consider reviewing previous Best in Track proposals. Title: Effective instructional strategies and the quality review process; lessons in using evaluation technology tools to impact student outcomes.
Presenters and Authors: All individuals listed on a conference proposal must have a current OLC account and their profile must be up to date. When submitting the proposal, you will select your co-presenters by using their email addresses. The system will only allow you to select individuals who have an OLC account. To make the submission process quick and easy, obtain the names and email addresses used by your collaborators prior to logging in to the system.
Speakers: Joy Valerio [email protected] obtain email addresses prior to accessing the submission form. Hannah Beaux [email protected]. Additional Authors: obtain email addresses prior to accessing the submission form. In the system, these items are dropdown menus. You will be asked to select the option that most accurately aligns with your proposal. Please access the appropriate conference site for detailed descriptions of each.
Conference Track: Instructional Design The track or category of your intended session. Institutional Level: Higher Ed The academic level, rigor, or emphasis aligned with your intended session. Audience Level: All Attendees The level of expertise of people who will gain the most out of attending your intended session.
Choose one of these options: All, Expert, Intermediate, Novice. I would prefer to present: Virtual Your preference for format of presentation. Choose one of these options: Either onsite or virtual, Onsite only, Virtual only. In the system, these items are check-boxes that need to be selected.
You will be asked to choose the option that most accurately aligns with your proposal. Intended Audience: Instructional Designers, Design Thinkers, Administrators, Technologists, Faculty The roles of people who will gain the most out of attending your intended session.
Identify the top that most accurately represent your intended presentation. You may also add your own keywords. Keywords must be comma-separated. Short Abstract: This section has a limit of 50 words. In a few short sentences describe the main idea of your intended presentation. Use active language and craft an abstract that would make you excited to attend that session if it were accepted.
Review our guide on writing effective abstracts and proposals.
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