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Australian Universities at a Crossroads. Four Emergent Higher Education Models. The model that dominates non-profit higher education today is under severe stress, particularly at the less-selective institutions that serve the bulk of American students.

Four Emergent Higher Education Models

Four forces – behavioral, demographic, financial, and political -- have combined to disrupt these institutions’ business practices. First, the student swirl. As fewer students earn their credits at a single institution, and take courses from multiple providers -- from early college high schools, at community colleges, and from various online purveyors – the system of cross-subsidies that institutions relied upon to pay for small upper-division classes erodes. Every indicator suggests that the swirl, and the financial problems it creates, will intensify in the years ahead. Next are the challenges posed by shifting student demographics. Then, there are the mounting financial pressures as state funding per FTE student declines. Flagship campuses are best prepared to respond to these disruptions. A Moonshot Approach to Change in Higher Education: Creativity, Innovation, and the Redesign of Academia. Google founders Larry Page and Sergey Brin revolutionized the way we access and use information.

A Moonshot Approach to Change in Higher Education: Creativity, Innovation, and the Redesign of Academia

And they didn’t stop there. Their bold thinking has led them to explore such “moonshots” as reimagining transportation with self-driving cars and making clean energy accessible to everyone with high-flying wind turbines. According to Google, a project qualifies as a “moonshot” if it meets three criteria: it tackles a huge problem, proposes a radical solution, and involves breakthrough science or technology.1. Disruption of Higher Ed - Dan Sarofian-Butin. Experts on the Future of Work, Jobs Training and Skills. As robots, automation and artificial intelligence perform more tasks and there is massive disruption of jobs, experts say a wider array of education and skills-building programs will be created to meet new demands.

Experts on the Future of Work, Jobs Training and Skills

There are two uncertainties: Will well-prepared workers be able to keep up in the race with AI tools? And will market capitalism survive? Machines are eating humans’ jobs talents. Aheia higher education workforce of the future report. Opportunity through online learning: Improving student access, participation and success in higher education - NCSEHE. Dr Cathy Stone Executive Summary Online learning has a critical place in widening access and participation in education for a diverse range of students, many of whom are from backgrounds which have been historically underrepresented at university.

Opportunity through online learning: Improving student access, participation and success in higher education - NCSEHE

Students from low socioeconomic backgrounds (low SES), students with disability, regional and remote students, Indigenous students, and students who are first in their families to enter university, are represented particularly strongly in online undergraduate programs. 13. Netiquette, by Virginia Shea, Table of Contents and Welcome Page.

Webmaster's Note: Welcome to the WWW version of the book Netiquette by Virginia Shea, published by Albion Books.

Netiquette, by Virginia Shea, Table of Contents and Welcome Page

This online edition contains all the text and graphics from the bound book — you can use the Next Page / Previous Page links to navigate each and every page. Please let us know what you think — we welcome feedback at the email address Wandering the World… » Resources and Articles on Web Analytics in Education. Posted by: Clint I have written (or am in the process of writing) several chapters on web analytics in education.

Wandering the World… » Resources and Articles on Web Analytics in Education

The following is a list of some of these readings about Web Analytics. Feel free to comment and share other helpful sources. Web Analytics References Ballardvale Research (2007). Harvard Professor Swaps Content For Connections In EdTech Strategy U-Turn. Professor Bharat Anand teaches digital strategy at Harvard Business School, yet when he came to co-developing the HBS digital education business (HBX) he fell headlong into the very trap he tells leaders to avoid.

Harvard Professor Swaps Content For Connections In EdTech Strategy U-Turn

That is to say, the content trap. In The Content Trap (Random House, 2016) Anand shows how the primacy of connections in the digital era—across users, across product and services complements, and across the firm and its specific context—puts three previous holy cows of business strategy to the sword. Professor Bharat Anand.

Picture: Harvard Business School “ There are three seemingly rational behaviors that companies follow, that turn out to be flawed, ” he says in an interview with Online Discussion Boards: Strategies to Ease Instructor Burden and Promote Student Learning. MGH Institute of Health Professions. A well-designed online discussion engages students in an open-ended conversation that promotes deepened understanding of a topic.

MGH Institute of Health Professions

Design is only part of the process, though. Teaching and Learning Resources Portal. Welcome to the Teaching and Learning Resources Portal.

Teaching and Learning Resources Portal

Here you will find resources to support your development both as a teacher and a learner. You will find pages containing an overview and bibliography on a diverse range of teaching and learning topics, strategies, issues and tools. These resources are intended for anyone interested in teaching and learning, including ISW participants, facilitators, faculty, staff and students. Everyone is encouraged to add or edit pages. Online Education Is Now a Global Market - The Chronicle of Higher Education. Back when colleges first started experimenting with teaching online, pundits mused that competition for college students would one day be global.

Online Education Is Now a Global Market - The Chronicle of Higher Education

A student would be able to sit down at a computer and take a course literally from anywhere. It seemed like possibly a crazy thing to predict, considering that these early internet courses involved reading lectures that were typed out, doing some online discussion, and sending in assignments via email. But the day of global competition for higher education is actually here, and interestingly, some of the world’s most famous universities were the last to get into the act.

That’s what struck me this summer when I met Simon Nelson, head of a company called FutureLearn. It’s a spinoff of the British Open University designed to deliver MOOCs, those free massive online courses. After gaining legitimacy, can online higher education replace traditional college? Stephen Conway works independently at Mass Bay Community College in a computer science course that is designed in conjunction with online learning from MIT, in this file photo from March 2013. (Photo by Melanie Stetson Freeman/The Christian Science Monitor) For much of their modern existance, distance-education courses have suffered from an image problem. In the 1970s and 1980s, they were seen as cheap knockoffs of on-campus offerings, hawked on late-night television by the likes of Sally Struthers, who asked viewers, “Do you want to make more money? Sure, we all do,” in commercials for the International Correspondence School.

Introduction to Online Discussions. This document introduces some of the theory and background behind online discussions and how they can be best used in learning and teaching. Overview An online discussion forum is a web-based communication tool (or activity) that enables participants to post messages and to reply to others' messages asynchronously. Unlike the real-time (synchronous) discussions of chat rooms and instant messaging the online discussion typically lasts longer and gives students time to think about what they are going to contribute.

This activity is available in iLearn. The Sheridan Center for Teaching and Learning. These questions have been adapted from "Engaging Students in Discussion Online" (from the Teaching and Learning Bulletin 6.2 [2002] produced by the University of Washington’s Center for Instructional Development and Research) 1. What should students gain through participation in the discussion? Start by establishing your learning objectives for the online discussion and identifying how they relate to the course goals. Communicate these objectives and their relation to the course to the students to motivate them to participate and monitor their own progress. Remember to consider how you will determine if the discussion is successful and students are learning. Tip3. February 11, 2006/Refreshed July 18 2012 e-Coaching Tip 3: Developing Effective Questions for Online Discussions The forums in an online course are the primary places for community, coaching, collaborating, thinking.

They are the functional equivalents of our gatherings in our physical classrooms. Developing the questions that prompt and guide the interaction in the forums is one of the most important design tasks for any online instructor. Dick. An instructional design model is the place to start—it is a framework, a tool that guides the structure of a course, that leads the learner to a topic, that removes distractions, provides focus, but still allows a learner to take control. Effective instructional design also helps an instructor to teach, to guide and support learners, and to promote meaningful and active learning. When an online course is not well-designed, often the student doesn’t know where to start, is not sure where to find resources, how to interact, or how to learn. Furthermore, if a student is preoccupied about technical aspects of the course due to ambiguous instructions, glitches, or cumbersome applications, the focus becomes not on learning, but on the technology—more barriers.

This is why I am an advocate for instructional design, why I believe it’s essential now more than ever as learning moves to virtual classrooms. 5) Rapid prototyping is similar in scope to the above method. NCAT Homepage. Engaging Students as Partners in Learning and Teaching: A Guide for Faculty - Alison Cook-Sather, Catherine Bovill, Peter Felten. Preface ix. University of Technology Sydney. Innovative perspectives and approaches for enhancing the student experience : Melbourne CSHE. Project abstract This project builds capacity of higher education institutions by developing new perspectives and approaches for enhancing the student experience. To effectively manage the student experience, institutions must understand who students are and what they expect from higher education. Students as Partners - Institute for Teaching and Learning Innovation (ITaLI) - The University of Queensland, Australia.

Graduate Outlook 2014. 21st Century Assessment. Assessment, in the form of examinations, has been a constant feature of education since the 18th Century. A Diagram Of 21st Century Pedagogy - EJ1084341. EJ1084341. EJ1047361. Who studies MOOCs? Interdisciplinarity in MOOC research and its changes over time.

George Veletsianos1 and Peter Shepherdson2 1Royal Roads University, Canada, 2University of Zurich, Switzerland Abstract. Publications - MOOC (Massive Open Online Course) 3214722. EJ982976. Rhizomatic Education: Community as Curriculum. An Error Occurred Setting Your User Cookie. JOLT - Journal of Online Learning and Teaching. Stephen J. Marshall Centre for Academic Development Victoria University of Wellington Wellington NEW ZEALAND Introduction Massive open online courses (MOOCs) have stimulated an international burst of activity examining the role technology plays in higher education (ACM Education Board / Council, 2013; Armstrong, 2012; Azevedo, 2012; Carr, 2012; Daniel, 2012; Feldstein, 2012; Kop, 2011; Siemens, 2012).

Caledonian Academy. The findings of the project can be summarised as follows: The Innovating Pedagogy 2015 Report. How Data From Your LMS Can Impact Student Success. How Data From Your LMS Can Impact Student Success. Catalyst for Learning — A Connect to Learning Site. UNSW Tips for Using Feedback. NESLI - National Excellence in School Leadership Initiative. Untitled. Examples of Reflective Writing. Reflective_journal.pdf. Elgort.pdf. Dohn.pdf. Adding Narration to Keynote Presentations on the iPad. Internet Archive: Wayback Machine. PreparingDigitalUniversity.pdf. OER Commons. Central Queensland University. Assurance of Learning, Leon Hess Business School - Monmouth University. NAIRTL - Home. Technological, Pedagogical and Content Knowledge. The General Self. Melbourne, Australia. The OpenClass Vision: An Example -e-Literate. Ask. Answer. Explore. Whenever.

The OpenClass Vision: An Example -e-Literate. The MOOC Completion Conundrum: Can 'Born Digital' Fix Online Education? AJET 27(6) Agostinho (2011) - The use of a visual learning design representation to support the design process of teaching in higher education. Teaching and Learning Online. Managing Groups and Teams/How Do You Build High-performing Virtual Teams? Communication dynamics: Discussion boards, weblogs and the development of communities of inquiry in online learning environments. National VET E-learning Strategy. Teaching and Learning Online. Student Peer Review. Maximizing the Impact: The Pivotal Role of Technology in a 21st Century Education System, Partnership for 21st Century Skills, 2007.

Loop/Spiral Framework as Lynchpin for Multiple Futures. Kaggle: The Home of Data Science. CC Search. Teaching for Understanding. The Higher Education Teaching and Learning Portal. 48255770.pdf. Course developers as students: a designer perspective of the experience of learning online. Empowering Educators Everywhere.

Articles/HETL.pdf. Intuitive Learning. Australasian Journal of Educational Technology. Elec-collab.pdf. WSD Tools. ERIC - Education Resources Information Center. The Threshold Concept. Guidelines for facilitating the development of learning communities in online courses - Yuan - 2014 - Journal of Computer Assisted Learning. When groups decide to use asynchronous online discussions: collaborative learning and social presence under a voluntary participation structure - So - 2008 - Journal of Computer Assisted Learning. Interaction between tool and talk: how instruction and tools support consensus building in collaborative inquiry‐learning environments - Gijlers - 2009 - Journal of Computer Assisted Learning.

Students' perceptions of self‐directed learning and collaborative learning with and without technology - Lee - 2014 - Journal of Computer Assisted Learning.