Higher Education, Learning, Learning and Performance, Library, Online Learning, Professional Development

Why Can’t Learning in the Analog and Digital Just Get Along?

It’s the end of the academic term (well, almost, I’m still wrapping up my grading), but I have been thinking a great deal about learning, how we learn, and the modes of learning for both my students and professionals this semester. Back in March, Joshua Kim posed a series of questions related to the higher education conference learning that goes on, and questioning how we might need to rethink our own professional development for learning:

  • What if the way we think about professional development for learning professionals is actually holding back the learning profession?
  • What if what we really need is to create new knowledge?
  • What if what the learning profession really needs is original scholarship?
  • What if the resources, time and energy we devote to attending large professional conferences would be better spent in small-scale convenings, where the goals of scholarly productivity are foregrounded above all others?

These questions resonated with me, my friends/colleagues often ask if I will be attending an upcoming conference or event so we can meet up. As a professional with minimal funds for travel and also little interest in attending conferences during the academic term (I teach A LOT of learners during the two long semesters – Fall and Spring), many are surprised to hear I am not going to be at these events as I value professional learning. In the last few years, I have notices that I am not learning very much at conferences on site at these events. To clarify — I DO participate in valuable discussions, debates, and banter with peers at these events, but I’m not sure the format of a typical 2-3 day conference with keynotes, workshops, lecture presentations, academic papers/posters, etc. in a 2-3 day format is not how I WANT to learn.

Sure. I miss the connections and socialization within the profession at these conference events, but really, my learning and development is on-going and more tailored to what I need and want to learn about. These days, I think there are SO many ways to engage with professionals and gain the knowledge I am looking about — that I have not been interested in figuring out how to build a budget for one event. Sometimes I follow and read through a conference backchannel if I can’t physically attend; however, lately, I’m not sure I’m really missing out on anything. I think the biggest loss of not attending might not actually be the learning, but the networking and professional socialization that comes with the analog format of most conferences.  Also what is often lost in these large learning events, is the knowledge creation and sharing beyond a time, location, and date to a broader audience — that comes with “the common is a faith in the power of convening. And, in particular, a faith in the power of convening at scale” (Kim, 2019).

I think there are SO many ways professional to learn, develop, and gain knowledge in higher education. I typically find ways to learn from my peers and gain insights into my field through:

  • Books I borrow from the public & university library – I read A LOT!
  • Hashtags I search/follow/chat with on Twitter based on topics I’m interested in
  • Peers and colleagues work I follow — especially those who tweet, podcast, blog, and share in open access ways online
  • Journal articles and conference proceedings (ones that are publish)
  • PODCASTS! Like books, I listen to and learn from a wide variety of episodes, including the growing number of higher ed-focused podcasts, available on-demand, for download, and/or streaming. I guess I also create a couple to learn from as well e.g. @BreakDrink & @InVinoFab
  • LIVE/ARCHIVED web stuff: Webinars, web-events, broadcasts, YouTube live, Virtually Connecting sessions, etc.
  • Local events and happenings around DFW — at my campus, at other campuses, and general MeetUps or events. This even includes things posted on my local neighborhood network, NextDoor.
  • Subscriptions to learning, like this yearly membership I have to MasterClass.com
  • Open educational resources (OER) — e.g. MOOCs offered by FutureLearn, Coursera or edX and other OER repositories
  • Listservs and Google Groups — yeah, I still learn news, information, and find opportunities on these emailed spaces.
  • Library or research workshops at UNT Library like Software Carpentry for R and Python to tool up on a skills, platform, or research method.
  • Formal university courses. I take advantage of that staff/faculty discount at my own institution to take a non-degree course (I’m working on this certificate now).
  • Friends, colleague, and peer suggestions for learning and training — they just know I like learning, and what might peak my interest, in general. So I welcome referrals and suggestions for any of the above — and I get these often.

Beyond professional learning conferences, this sentiment also present with the work I do in the online teaching/learning domain. At our colleges and universities (at least in the US), there seems to be more value placed on the analog vs. the digital work we do on campus. If I am not physically “present” somewhere, how can the work I be doing the same as my colleague? What does a lecturer do who does not actually lecture? Good question, let me tease this out a bit as a couple of recent reads around digital minimalism and revenge of the analog has peaked these thoughts.

Over the past five years, as a full-time non-tenure track faculty member, I have been involved in a great deal of teaching/learning as a lecturer (who might not actually lecture). My work involves instructing face-to-face (F2F), online, and blended learning university courses and also designing learning/training on digital platforms AND within new physical teaching spaces. This has been fun, as I try to apply what I’m learning and discovering in my own research/learning (see list above) to re-tool how to best design these educational experiences digitally (like others who move to online teaching). That being said, when talking to some colleagues, I do notice the embedded bias for the “traditional” teaching methods (e.g. sage on the stage, chalk n’ talk, talking-head expert, etc.) for what it means to be present on a campus as a faculty or staff employee.

Looking back, I suppose most of my own experience as a learner involved F2F means of instruction, student support, and interactions. Before finishing my PhD, I had a number of F2F and blended courses I taught or had been enrolled in myself. Part of the assumption of online teaching comes with the culture on campus and the expectations of what an online course will entail for the learner. For F2F courses, I think there is less pressure to have your entire curriculum prepared, available, and online at the start of each semester. A professor or instructor can just show up and talk (on or off topic) based on what might be loosely included in the course syllabus or schedule that day, often without any concern for lecture capturing, archiving, and transcribing media (audio or video) of their presentation. As a F2F instructor who teaches on campus, there is no need to be explicit in detail for assignments, or itemization of instruction on projects, tasks, or activities for learning. Students attending these courses on site can ask immediate follow up questions before, during or after scheduled class time. Additionally, students feel a rapport or social presence with the in-class instructor that is different those educators they might have online (not always, but it often it is so). These interactions to learn with peers or through impromptu discussions in class, does not require a script, plan, or set outline of pedagogy when comparing it to the defined structures of an online course.  Then there are other F2F learning experiences when faculty stick to the scripted presentation/lecture with minimal interaction or engagement.

Since my faculty role has primarily involved designing and delivering online learning, I have been a fortunate to lecture and capture lessons on video/audio, augment how I offer student support in office hours, create useful learning materials beyond a textbook, create social presence for myself and learners in these courses, and be mindful of making my educational resources accessible in a variety of different formats considerations for multiple formats. This reflection of my teaching online is constant and helps me to improve how to make concepts and learning relevant for my students.

For learning, it does not have to be a THIS or THAT debate. When it comes to the digital or analog practices, I think there is value in both. Like making a mix tape of music or playing a vinyl record, I take the skills of searching, listening, finding, and curating my music on Spotify playlists digitally. I don’t think I could do one well without the other. The skills for learning design offline apply to how I think about my online curriculum. Both should exist — it’s not an either or when it comes to the analog and digital experience for learning. Our college/university campuses and our professional associations could use a healthy smattering of both. We need educators, administrators, instructional designers, and student support services that are versatile in both digital and analog practices. I think teaching online, over the past few years, better informs my pedagogical preparation and considerations for how I design and deliver learning. Whether it is an in-person conference workshop or an online week webinar, I think the pedagogical experiences help to merge my digital and analog practices. It’s marriage of both skills sets to reach a variety of ways to gain knowledge and learn.

We will never change how we create and share knowledge, or learn new ways to do things, unless we change our professional practices. The model of conference learning is fine to socialize and network with the select few who can afford to attend the conference; however, I would challenge the number of professional associations I am/have been a member of to think about how to BETTER share and TRULY scale knowledge in a manageable way, specifically:

  • How are these learning artifacts archived beyond the dates and locations of these events?
  • Are there ways to share knowledge and learning that we need to start modeling for professional learning, training, and development of our own?
  • How are professionals who do not attend engaged and encouraged to understand the value-add of these learning experience or resources shared from the in-person meetings?
  • What was can data be managed and learning objects be curated to organize what was shared, learned, and presented at these events?

I don’t have the answers to these, but I think this is worthy of further discussion and consideration. I know I would be willing to support and work with professional associations/organizations who would like to consider how to effectively organize their own digital libraries for learning, knowledge sharing, and advancement of the field. Let’s chat.

#LTEC6040, Online Learning, Research, SoTL

#LTEC6040 Asks, “Why Online?”

This academic semester I am fully immersed in online/digital scholarship of teaching and learning. This should not be a surprise, as I teach online and I’m often trying to figure out how distance/technology impacts learning. This year I am exploring HOW TO research digital teaching/learning practices in the courses I instruct and for the scholarship I’m drafting. According to Storify (soon to R.I.P. in May 2018), we’ve been talking about how to best define/label distributed learning for a while => here’s a Twitter thread captured from 3 years ago:  “State of ______ [insert: digital, online, etc.] Learning.” Under the umbrella term, distance education, comes a variety of ways to teach and learn. Additionally, the technological landscape in education has offered a number of ways to discuss, research, and design distributed learning. It’s complicated and challenging as the titles/labels for this type of teaching/learning hold many monikers in the empirical research: educational/learning technologies, networked learning, online education, blended learning environments, hybrid models, flipped learning, e-Learning, virtual environments, and more! Some technologies have the ability to design a flow of distributed learning that is seamless; whereas other digital facets create barriers and challenges.

Our learning spaces have a number of ways to infuse technology into distance education. With this comes even more ways to research and study these pedagogical practices for digital learning.  Regardless of the app, platform, or tool, we seem to have some aspect of “digital” infused into how we both teach and learn. As the options and variety of this online teaching/learning scholarship is broad, I am looking forward to supporting doctoral researchers who will identify one aspect of digital learning in our LTEC 6040: Theory and Practice of Distributed Learning (#LTEC6040 ) course. If you read this blog or connect with me on Twitter, you might see a few posts/shares using this hashtag to signal ideas and offer resources for these early career scholars as they work on investigating one piece of this distance/distributed learning pie.

The central focus of the #LTEC6040 course is to encourage doctoral researchers to define their own theory of online learning/teaching in context to:

  • Outlining empirical literature that supports (or refutes) their personal online learning/teaching theory
  • Identifying appropriate research methods to collect and analyze data connected to this personal online learning/teaching theory (small scale study)
  • Describing the ethical considerations and practices for this research study (e.g. IRB, recruitment, sample population, etc.)
  • Drafting an academic article manuscript for an appropriate publication outlet related to their field of inquiry in online teaching/learning

If you are so inclined, I would encourage you to join in the conversation and offer advice, resources,ideas, and readings for these scholars — as a number of you hold some invaluable expertise in a variety of areas we’ll be exploring for distributed learning this term [To see potential topics, see page 6 of the LTEC 6040 Course Syllabus]:

#LTEC6040 Blogs
https://jennie6040.blog/
https://nitiesite.wordpress.com/
https://jackimberly.wordpress.com/
https://crossingboundariesmedia.wordpress.com
https://osbornemarks.wordpress.com/
https://notlostnotyet.wordpress.com/
https://rickwoods2018.wordpress.com/
https://ltiwithme.wordpress.com/

We are just beginning to define what it means to examine online instruction/learning and unpacking distributed educational environments. In the initial conversations and class blog posts, most are still working on how they DEFINE and OUTLINE what it means to learn/teach online from their own experiences and expectations from the theories they are learning about in our program. Distance education research in higher education is fairly “young” (in comparison to other disciplines) and I am grateful I am surrounded by some fantastic colleagues and their respective departments/units/centers/teams who continue to find value in sharing digital teaching/learning scholarship resources. Here are a just a few (of many) examples:

Beyond these databases, reports, and resources, I am curating other digital learning materials and discourse to prompt discussion, debate and inquiry. Please feel free to share articles, blog posts, media, and more that might be suitable for diving into online teaching/learning research. Please feel free to leave suggestions in the comments below, if you have any. If you tweet, share what you think is critical for investigations in the digital age of learning using the course hashtag: #LTEC6040

Online Learning, Teaching

Advice for Teaching at Scale Online

There are a growing number of learners online. The recent report, The Changing Landscape of Online Education (CHLOE) from Quality Matters, shared that “more than 2.1 million fully distance undergraduates (12% of total) and 770,000 fully distance graduate students (26% of total) are online learners.” Over the last three years, I have been working completely online as a faculty member and with a distributed research group. I am also fortunate to collaborate remotely with scholars and practitioners to study talent development in higher ed (e.g. mentoring). Much of my work centers around how we support working and learning online in higher ed. Besides investigating how learners persist in open online environments (Veletsianos, Reich, & Pasquini, 2016) I am also concerned with how networked experiences impact/influence our higher education practice. Previously I shared how I support online learners, but many of you might not realize I instruct A LOT of students each academic term. So this post dedicated to the behind the scenes way to scaffold the LOGISTICS of teaching a LARGE ONLINE COURSE and how to support MANY DISTRIBUTED LEARNERS. This post comes with a strong caveat: I am still learning. Always.

First, identify your instructional NEEDS as you organize your large online course. You will need to establish a team of support, that might include: instructional designers, instructional technologist, graders, industry mentors, and/or teaching assistants (TA’s). Do you need help grading assignments? Is there one project you want external reviewers/peers to support, evaluate, or be a part of your lesson? Will you need aid in encouraging social learning through discussion forums, team wikis, or other group activities? Are you looking to redesign a section or project in your course? Try to set this up before the term (if available/teaching assignments are set early enough) and continue to assess the pulse of my teaching team support. I am grateful for colleagues who have joined my class to present, speak, mentor, or offer peer review of final projects. I have also been quite fortunate in working with some amazing teaching assistants/graders (repeatedly) from our doctoral program over the last few semesters. Now that these folks have to focus on their own research scholarship to Ph-inishe-D their dissertation, I am currently thinking about how I manage remote workers for distributed instructional support. Here are my “notes” for training/onboarding new online learning TA’s & graders:

  • Setting Expectations: Establish standards and norms within the instructional support team – including orientation to the course site, review of learning modules, a copy of syllabus with key points highlighted, learning outcomes, and course schedule.
  • Grading Tools & Resources: Identify the means and methods for grading and learning support — this includes division of labor into cohorts/sections, grading rubrics for all assignments, and sample feedback to give for each course activity/assignment.
  • Communication: Organize time and/or spaces to “talk.” This could be a regular meeting schedule to host a synchronous web conference/phone/Skype chat, open/online office hours on-demand for 1:1 meetings, backchannel conversation (e.g. Slack, Yammer, Google chat), and send regular reminders to the group by email for longer instructions/information.
  • Shared Digital Work Spaces: Outline virtual spaces to support the instructional team. Virtual teaming can help with grading, e.g. shared Gooogle Docs for feedback/comments/suggestions for assignments, shared file system for saving assignments/projects, and other spreadsheets/collaborative tools or platforms you might use to “work” beyond the learning management system(LMS) or course site.
  • Learner Support: Create common communication practices among the team (group email) and expectations for responding to learner messages/email is critical. To be firm and fair, we must be consistent with assignment deadlines (I hold a no late work policy, outside of health/emergency situations) and we do our best to answer messages from learners in 24-48 hours and TA’s/graders copy (“cc”) the lead instructor on email conversations with learners.  Each course has a “Peer-to-Peer Support” discussion forum where learners can ask questions, get advice, post articles or resources, work out issues from a module, etc. with their classmates. The TA’s and I will “check-in” on these to see if all questions have been answered with the correct information. Finally, we identify when and how synchronous online meetings (group advising, mini-lessons, or office hours) should occur — based on the section of the course and/or inquiries for assignments.

Second, organize your online course WITH your learners in mind, that is your direct instruction, learning objects, and engagement activities. Similar to the planning notes I shared about the instructional team management, offering similar strategies for support are key for working with my online learners (listed above).  Here are my notes for what my regular

  • Start with Orientation: Think about both pedagogical design and delivery as you structure a large online course. Consider how will orient, support, and communicate with your learners over the semester. Introduce them to sections of your syllabus, key areas to move through the course, and where to get access to help on campus and online. Also, be sure to identify the learning spaces,  support resources, and design components required to be an effective learner within your course.
  • Get to Know Your Learners: Assess who is in your class. Do you know who is in your class? Why are they taking this course? Is it required, an elective, or other?  I often have my students complete a Google form to share information about themselves and experiences with online learning, the subject matter, and to identify their own learning goals at the beginning of the term (e.g. from Spring 2017: http://bit.ly/ltec3010sp17). Understand where and how your learners are approaching this course and their motivation/goals for the semester. Keep their goals and backgrounds in mind with your learning content.
  • Share Valuable & Timely Information: Produce weekly reminders of readings, activities, and assignments help to provide multiple insights and ideas around the topic of the module or week’s lesson. Often I collect (and tweet) multiple resources on a class hashtag ( e.g. my instructional design/facilitation course hashtag #LTEC4440) and I will highlight a couple of key readings/articles/videos/podcasts in the regular weekly course announcement/email that is pushed out to my students. that might be relevant for my students.
  • Build a Community of Support: In a scaled online course, you need to set your learners up to interact with peers online to enhance their social interaction and offer assistance. If you do not set these up, then you are setting up yourself for multiple messages, open boundaries, and unrealistic expectations for all in a large, distributed course. Consider looking at your learning activities and curriculum design to see if you currently support the followings types of interactions to offer more engagement in your course (Sheridan & Kelly, 2010):
  1. Learning–content interaction: Do your students engage and interact with your course content to make dig deeper into the subject? How are you helping learners make meaning with learning objects they interact with online? Are they reflecting, curating, discussing, applying, or analyzing your course materials and not just consuming information? Learners who interact with learning content tend to get a higher grade (Zimmerman, 2012).
  2. Learner–learner interaction:. Peer support is everything in online learning. I leverage the Peer-to-Peer Support for discussion forums, team projects, research proposals on wikis, feedback on video presentations, and more! Your learners often like to collaborate and share ideas on challenging concepts with multiple platforms. How will you support this type of virtual teaming?
  3. Learner–instructor interaction: How are you “present” in your online class at the instructor? Being visible online is critical for your students learning outcomes. Learners often are motivated and enthusiastic about your course, if they see you are present online. This might be participating in discussion forums, offering video or audio feedback to assignments, summarizing modules in advance, and perhaps offering synchronous (+recorded/archived) online class meetings for feedback, questions, and more. I keep track of announcements and media files that I can utilize in the future with very little edits and related transcripts for accessibility needs.
MOOC, Online Learning, Reflections

The Student Story in Open, Online Learning

In starting a new year and a new term, I am thinking more about student stories and learner experiences in my courses. From my teaching in K-12 and now in higher ed, I continually strive to be a “good teacher.” We know that quality education comes from instructors who are reaching students and by improving learning design, delivery, and engagement. There are multiple intervals during an academic term where I stop to reflect on the lessons learned in online education and to think about my own instructional practice.

Like a number other instructors in higher ed, I review learner comments from the course evaluations at the end of the term. Beyond the evaluative score of these instruments, I think it is critical for instructors, learning designers, researchers, and administrators to listen to the student story in our online (and open) learning environments. Additionally, I solicit student my own student feedback at the beginning and end of the term to learn more about their goals and individual experiences. I also take short notes about each course assignment, project, discussion board prompt, or journal entry reflection to remind myself of how students engaged with/learned from these activities. Much of my instructional reflection involves pedagogical considerations, rather than technological applications. I want to encourage my learners to persist, so I offer opportunities to improve with draft assignments and provide on-going feedback/follow-up. In thinking about my communication practices and technological tools, I want to ensure my online classroom is interactive and offers opportunities to meet both the learning outcomes and student needs.

open_learner_stories

What do students really want from their online instructor? Here are a few things I have learned over the past few years of online teaching:

  • Provide a purpose of each course section connected to the learning goals
  • Easy to follow course design and navigation for online learning
  • Transparent expectations for requirements and how they will be evaluated/assessed
  • Clear directions for course assignments, projects, and activities
  • Meaningful online activities and projects that apply beyond the course or connected to their own career/academic goals – relevance!
  • Relatively quick responses to questions and/or communication standards as to when/how the instructor/TA for course support
  • A connection to the instructor via  “presence” or involvement in the course, e.g. video lectures, lecture/screencasting, audio files, course discussion participation, etc. to make it personal and meaningful

As I research online learning strategies to succeed, and continue to teach online each semester, I really want to know more about how my learners persist in online — so I can improve my own practice. In George Veletsianos‘ (2013) book, Learner Experiences with MOOCs and Open Online Learning, ten graduate students immerse themselves in open online learning experiences for two months and share their own narratives. This collection of peer-reviewed, learner essays offer further insight and reflection on the following questions:

  • What are learner experiences with open online courses, MOOCs, and other forms of open online learning?
  • What is it like to participate in open online learning?
  • What are learners’ perspectives of MOOCs?

Although I am not instructing a MOOC, this free e-book offered suggestions to improve learning delivery/design and identify ways to scaffold online environments for my own students.  This book may only a slice of online learning, as it shares learners’ reflections from MOOCs, it does indicate that distance education is a complex thing. Expectations, realities, and execution of this learning is quite varied.  I think these narratives provided by graduate students offer insight into distance education itself, and perhaps, how we even approach research in this arena. These student stories reminded me to involve my learners in the process of understanding their educational experience. When it comes to online learning, we should ensure the student voice is not crowded out by research ABOUT our students, that is, we need to think about research BY our students. I am thinking more about this key point as I contemplate how to best involve my sample population’s “voice” in my research and discover meaning further meaning that is often overlooked in scholarship.

Reference:

Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Madison, WI: Hybrid Pedagogy Press.

AcAdv, ACPA, ACPAdigital, Blended Learning, Higher Education, Learning, Learning Technologies, Online Learning, Professional Development

Academic Support In A Digital Age

Although you might not advise or support students in an online degree program, there are increasing efforts for teaching and learning technology. Learning delivery and design does impact how we support our students, and we mediate much of our work in higher education using digital tools and platforms. That being said, any adoption of technology should be led with informed decisions on modifying pedagogical methods (Bates, 2015), which is directly related to our advising models and programs we offer in the post-secondary. Our students want the same flexibility, access, and online support.

Our students want the same flexibility, access, and online support they often receive from instruction and other services they use. When learning with technology, our students are accustomed to having access to student support or other features alongside their online/blended coursework; however, the digital student success side is frequently an afterthought for these technology determinations. We need to have more student success and academic advising programs consider the best technology to provide advising content and service delivery (Steele, 2015) for a more learner-centered approach.

digital DNA

Digital DNA by Adriana Varella and Nilton Malz 

Whether you are leveraging technology to optimize your student support services or your campus is transitioning to either a blended or online learning model, there is both a need and desire to improve technology for academic advisors and student support practices in higher education (Pasquini & Steele, 2015). During your planning, it will be critical for your institution to ask the following questions before selecting technology-mediated environments for advising and learner support: 

  • What technologies is your institution currently utilizing for academic advising or student support?
  • How does your division or unit on campus decide on the most appropriate mode of technology delivery? [Will this be a campus-wide decision?]
  • What factors should be determined when designing technology in advising program and/or student support functional area?
  • What other strategies and structural support might benefit your campus in preparing  staff as they support learners digitally?  (e.g. training, skill development, etc.)

Join me as I discuss this further next Wednesday, September 14th from 12-1 pm EDT for the ACPA Commission for Academic Support in Higher Education (CASHE) Presents Webinar: “Selecting Technology for Advising and Supporting Your Students.” During this online event, I will be sharing a few evidence-based ideas and practical resources to help your advising team address these questions. This webinar will introduce your campus planning group to a few strategies and structures as they select technology for advising and student support. Sign up for this FREE webinar sponsored by ACPA CASHE here: http://goo.gl/tR8THa 

References

Bates, A. W., (2015). Chapter 9: Modes of delivery. In Guidelines for designing teaching and learning for a digital age. Open Text BC.

Pasquini, L. A., & Steele, G. (2016). Technology in academic advising: Perceptions and practices in higher education. figshare. Retrieved from https://dx.doi.org/10.6084/m9.figshare.3053569.v7

Steele, G. (2015). Using Technology for Intentional Student Evaluation and Program AssessmentNACADA Clearinghouse of Academic Advising Resources. 

MOOC, Online Learning, publication, Research

How Do Online Learners Overcome Challenges in MOOCs? [New Publication]

In analyzing recent MOOC research, a number of studies explore the vast amount of data collected by digital learning platforms to understand learning behaviors in these scaled classes. What we don’t know much about is:

  • How online learners resolve the problems
  • How students online persist in a course
  • The strategies MOOC students use to overcome challenges

In a new publication, The Life Between Big Data Log Events: Learners’ Strategies to Overcome Challenges in MOOCs, George Veletsianos, Justin Reich, and I share what we learned from talking to 92 MOOC students ages 21 to 81 enrolled in 4 different courses from North America, South America, Europe, Africa, Asia, and Australia. The whole paper is free and available for your reading pleasure at the new open access education journal, AERA Open, and check out the research findings presented in this short video summary created by moi:

During these interviews, we learned that there is so much more going on beyond the screen, tracking logs, and platform learning analytics. Learners shared how they engaging in the online course and activities in three domains:

  1. Describing their designated workstations and study methods for learning
  2. Utilizing online and outside resources beyond the learning platform
  3. Engaging with social networks both inside and outside the online course

Read more here:

Veletsianos, G., Reich, J., & Pasquini, L. A. (2016). The life between big data log events: Learners’ strategies to overcome challenges in MOOCs. AERA Open, 2(3); 1–10. doi: 10.1177/2332858416657002

#OLCInnovate, Conference, Higher Education, K-12, Learning, Learning Technologies, OLC, Online Learning

Feedback Wanted: #OLCInnovate Solution Design Summit Video Trailers

You may have read my previous CFP post looking for learning challenges & solutions – that was for the NEW program feature of #OLCInnovate, The Solution Design Summit (SDS). Nine SDS teams, who proposed a learning issue with a potential solution, have been selected by a blind, peer-review panel to be our finalists who will participate in our 1st Summit  at the 2016 OLC Innovate conference in NOLA. This pre-conference event will be an opportunity to network with peers from other SDS Teams, specifically to solicit feedback from potential learning stakeholders.

SDS_Teams_2016

VIEW THE SDS TEAM VIDEO TRAILERS

 Learn More About the Solution Design Summit

Now the SDS Teams need YOUR feedback!

Please WATCH the Solution Design Summit trailers on the #OLCInnovate Sandbox (a Canvas LMS site) for the conference. To join this Canvas site, click the “Enroll” button at the top of the page or enroll HERE https://canvas.instructure.com/enroll/MGEHMW  

To effectively COMMENT and provide FEEDBACK, our SDS Planning Team has developed  Guidelines for Solution Design Summit: Giving Feedback to Teams Please find all 9 videos and SDS Team pages HERE to do such things. You can READ the full proposal and learn more about these learning solutions by clicking on the “Read more at the Team page” links below.

If You Build It, Will They Come?

Read more at the Team page

Preserving Core Experiences in the Online Learning Environment

Read more at the Team page

Bridging the Engagement Gap for Distance Students Through Telerobotics

Read more at the Team page

Supporting Adjunct Faculty to Maximize Student Learning in the Online Classroom

Read more at the Team page

Expanding college classrooms into high schools via distance learning network

Read more at the Team page

Using Student Data as a Map, Not a Target

Read more at the Team page

An Interdisciplinary Approach to Cultural Relevance in the Curriculum

Read more at the Team page

Creating Pathways to Digital Peer Leadership in the Liberal Arts

Read more at the Team page

Cohort-specific Online Discussion Experiences

Read more at the Team page

Are you coming to #OLCInnovate? You should also plan to come to SDS Pitch Sessions during the Conference all hosted in Rhythms II Room of the New Orleans Sheraton Hotel. Three SDS Teams will pitch their learning challenge and solution during ONE (1) concurrent session in just 10-minutes. Audience members will be given 5 minutes for Q & A and then encouraged to cast their vote for the best solution design.

Thursday,

April 21, 2016

11:15 am-12:00 pm 1. Cohort-specific Online Discussion Experiences

2. Expanding College Classrooms into High Schools via Distance Learning Networks

3. Bridging the Engagement Gap for Distance Students Through Telerobotics

Friday,

April 22, 2016

9:45 am -10:30 am 1. If You Build It, Will They Come?

2. Supporting Adjunct Faculty to Maximize Student Learning in the Online Classroom

3. An Interdisciplinary Approach to Cultural Relevance in the Curriculum

Friday,

April 22, 2016

11:15 am -12:00 pm 1. Preserving Core Experiences in the Online Learning Environment

2. Using Student Data as a Map, Not a Target

3. Creating Pathways to Digital Peer Leadership in the Liberal Arts

Thanks for your support! Much love from the #OLCInnovate 2016 SDS Planning Team:

  • Mike Goudzwaard, Dartmouth College, @mgoudz (Co-Chair)
  • Laura Pasquini, University of North Texas, @laurapassquini (Co-Chair)
  • Patrice Torcivia, Cornell University, @profpatrice
  • Kyle Johnson, Chaminade University, @kyleejohnson
  • Michael Atkisson, Brigham Young University, @mikeatkisson
  • Adam Croom, University of Oklahoma @acroom
  • Allison Dulin Salisbury – EdSurge @amdulin  (Reviewer)
  • Sean Michael Morris – Hybrid Pedagogy, @slamteacher (Advisor)