In 2020, all of education (higher education as well as K-12) has been grappling with the new realities of remote learning and “pivoting” to emergency remote teaching as schools and institutions are forced to close related to COVID-19.
As an entirely online graduate school with years of experience delivering online learning experiences, UNE’s College of Graduate and Professional Studies (CGPS) is well-prepared to handle new challenges brought on by COVID-19, in support of our impacted students and faculty.
Collaboration across the college
CGPS provides fully online and asynchronous instruction and strives to provide authentic experiential learning for all students. For students thinking about a new career, gaining real-world experience can be invaluable. Many CGPS academic programs offer site-based or…
Two new course formats for today’s social work student.
As a part of our commitment to continuing excellence in online education, the Online Master of Social Work program at the University of New England is happy to announce that we have introduced two new course delivery elements: interactive branching scenarios and live video roleplaying.
Social Work is a singularly demanding field, and as the field evolves, so must the learning process. Feedback from our course evaluations and student surveys has shown that students excel when presented with interactive elements. We have taken our student surveys and their anonymous course eval feedback to heart, and we have worked diligently over the past year to bring new elements into our courses that…
The challenge of writing rubrics is in selecting the appropriate type (as explained in colleague Sarah’s 2016 post, “For the Love of Rubrics”), and then in determining the levels of proficiency and the standards or criteria that comprise each level.
When writing rubrics, precision in language is very important. We may ask: What are the exact intended learning outcomes?
What discrete action or performance tasks can students do to show evidence that they have achieved them, and what actions (or inactions) comprise each level of proficiency? Underlying all of these questions is another equally important question: How are the criteria and levels of proficiency determined?
The subject of this post is the tools we use to help answer that…
The annual Electronic Entertainment Expo, billed as E3, is abuzz in the technology and entertainment news at the moment. One of the more prominent themes this year? Virtual Reality. With that in mind, it feels pertinent to visit VR’s crossovers with the field of education, particularly with increasing interest around the idea of “gamification” as a means of instruction and assessment. After All, there are endless possibilities when it comes to a Virtual Reality – so much so the University of Southern California has a whole team dedicated to studying it. Training
VR can support training in many classic ways like driver’s education, and some not so traditional ways. “At Los Alamos National Laboratory in New Mexico — home…
In my last post, I discussed the importance of writing clear, concise instructions. Our online students are busy professionals, so we owe it to them to be as straightforward and unambiguous with our language as possible.
Nonetheless, writing concisely can be a challenge. Even the most seasoned Instructional Designers wrestle with the balance of delivering succinct but comprehensive content.
These are five of my go-to editing strategies for squishing unruly sentences: Focus on the who and the what. At the risk of sounding like an English teacher, I’m going to suggest that you focus on the subject and the verb. The subject is your who or what. The verb is your action, or what the what is doing. Everything…
One of the guiding aspirations of online education is to reach across geographical (and cultural) boundaries. I love my field because I work to help make higher education more widely available to those who have limited access to it. The Educational Attainment in America map, developed by Kyle Walker at TCU, is a fascinating way to look at that challenge. He developed it with existing census data, so there isn’t any new information here. But what the map does very well is to immediately inform the ongoing conversation about the uneven distribution of academic attainment levels in our country.
Just as an example, I suggest you try the “Generate chart for the current view” button in the upper left-half of…
One of the keys to engaging online learners and facilitating critical thinking is providing students with timely, meaningful, and actionable feedback.
Webinar: Providing Effective Student Feedback Good feedback is: Timely
Consistent Good feedback also: Highlights a specific knowledge or skill
Focuses on thinking (not writing mechanics)
Moves a student’s work forward
Provides a model or example
Invites the student to give the instructor feedback
Encourages the student to ask for the kind of feedback s/he needs Source: (Johnson, 2013) and (Orlando, 2016)
In this webinar, UNE Online’s Instructional Design Team explores What is feedback? (And what isn’t it?)
Purpose of feedback
Strategies you can use right now Webinar handout Providing Effective Student Feedback WEBINAR – Handout References and…
Discussion forums are a hallmark of asynchronous online courses like those at UNE. Previous posts on this site have offered an excellent introduction to Best Practices for Discussion Board Facilitation, and an overview of current conversations around learning outcomes and instructional implications of online discussion forums. In this post, I aim to provide a closer look by offering practical tips for writing discussion forum prompts and instructor posts in relation to intended learning outcomes. In a future blog post, I will propose a two-level discussion model as a way to meet the competing goals of discussions as a space for creative exploration of ideas, versus discussions as a venue for more formal academic discourse.
Before going on, I want to…
For more reasons than I can count, the 2016 presidential election has amplified our country’s ongoing debate on web privacy. The topic can grow tiresome, but if we stop to consider that the issue goes far beyond someone’s email server, it becomes a little more interesting.
Take student privacy, for example. We expect faculty and staff to honor FERPA. Do we expect the same of tech companies? Just yesterday, the AP reported that Mississippi Attorney General Jim Hood is suing Google. He claims the company is violating students’ privacy by using their data to sell targeted ads. Of course, Google is far from the only company to have a rocky relationship with privacy advocates. And, it often seems that…
Massive Open Online Courses have had a bumpy history.
Their promise, when the idea was gaining full momentum a few years back, was that so long as a course was well designed it could scale infinitely to teach four thousand students as ably as it could teach twenty. Not only that, but some forward thinkers hypothesized that a MOOC would run better with more students than with less, effectively flipping the quality standards for student-to-teacher ratios on their heads. However, buzz around MOOCs quickly lost its steam due to unforeseen challenges.
MOOC students seemed to lack motivation. Some MOOCs were built before best practices in online education were completely understood. Sometimes, even when everything in the MOOC functioned perfectly,…
Fake news is a hot topic, these days, for reasons that are too complicated to get into here. But just the other day I was in a meeting in which the legitimacy of student sources came up, and I was reminded of two things: Teaching students how to tell the difference between good and bad sources is a recurring challenge in education at all levels, including graduate school, and
It is largely education’s responsibility – to society – to cultivate the “information fluency” skills necessary for distinguishing between good and bad sources. One of the education writers I follow – Mike Caulfield, through his blog Hapgood – recently wrote a compelling post on the subject of fake news and its …
The development of creative, authentic assignments that align with course objectives is always an exciting process. However, guiding students with clearly written assignment instructions can be challenging.
We owe it to our busy online students to provide clear, concise instructions that prepare them for success. This week’s blog will provide some tips to help you to do just that.
Start with a Statement of Purpose
Just as a great essay begins with a strong thesis statement that reveals something of the purpose and direction of the writing, great assignment instructions begin with a clear statement of purpose that provides a brief overview of the assignment. A strong statement of purpose will provide some indication of the context (where the assignment…
Many factors result in new curriculum development processes in educational institutions. To name a few: Stricter regulations and legislation require institutions to exercise and document the effectiveness of the education they offer in different ways than in the past.
The rise in online education and data analytics trends require that student learning outcomes are more concrete and measurable.
Many institutions are moving from employing full-time faculty to a mostly adjunct faculty to lower labor costs and improve faculty to student ratios, among other reasons. As a result, in online education especially, there is movement towards pairing a Subject Matter Experts (SMEs) with Instructional Designers (IDs) to develop courses.
This collaboration hopefully results in courses robust in engaging content and interactive…
Henri Moser, the Online Learning Specialist, and Lori Rand, the Online Writing Specialist, joined us from the Online Student Academic Success Center (SASC) to talk about how faculty and staff can best coordinate with them to foster student success in online courses.
They covered a whole lot, from when best to connect students with their services to how SASC can lend their unique perspective to the design of the learning activities themselves.
Thanks to Henri and Lori for the work they put in on this excellent, informative webinar.
While I can get behind this quote – not in terms of judging what people discuss but rather in terms of what one may aspire to do ultimately, which is discuss ideas – I also think that it should be less of a tiered approach that may smack of elitism, and more of a pyramid of aspects.
It’s going from ideas to their manifestation in the form of people and their actions and events as much as the other way around, going from events and people and getting to the eagle view by connecting them to ideas.
This is where current events may illustrate a concept or a point and connect or ground an idea, as well as introduce it…
3,374,462 unique learners. The most recent Blackboard usage study casts a much wider net than has been their scope in the past. Titled “Patterns in Course Design,” the learning management system heavyweight released an interpretation on the current environment of course design. By crunching the aggregate data across their broad sample, they were able to classify every course into one of five “archetypes.” They accomplished this by analyzing the tools deployed within the courses and how they were utilized. The identified archetypes reflect larger patterns of course design and student experience.
These five archetypes are telling of the primary use of the Blackboard learning management system. Three out of four…
When we design or teach an online course, we spend time thinking about how to reach our students. We consider their prior learning and such things as the cognitive load of the class. These are essential considerations, but perhaps we can do more. We can turn the tables and look at the class from the student perspective. However, it is sometimes hard to put ourselves in our students’ place because we are so familiar with our own course and its subject matter. How can we overcome that barrier in order to see the class through the eyes of a student?
Put some distance between yourself and the material. Take a break from it for as long as possible. Before you…
Today, the Instructional Design team is at ACTEM. Several of us are presenting, in fact. So, for our Vision post this week, we thought we’d post the synopses of our presentations here, and if you would like to you can follow up with the designers responsible for them. Please feel free to email them if you would like to hear more, or if you have a project in mind that would benefit from their expertise. And wish us all luck at ACTEM!
The presentations (and presenters) are:
Effective Discussion Board Strategies
How do you entice students to exchange ideas in an online environment? How do you facilitate discussions when you’re not face-to-face with your class? Join in this interactive session…
As phones and computers become more integrated into our daily lives, we’re spending more time staring into the harsh light of our screens. A while back, my colleague Corey Butler wrote for this blog about computer vision syndrome, a kind of eye strain that often accompanies frequent computer use. Well, it turns out that there’s another eye-related problem with routine computer use: interrupted sleep. It’s not just that people are staying up later because they don’t want to put down their phones or turn off the TV. Rather, a growing body of research is showing that exposure to blue light (especially in the evening) leads to a significant drop in sleep quality. It’s more of a biological response than…
Teaching teachers to teach is about as meta as it comes. But how do we best prepare professional educators to teach students who will likely work in jobs that haven’t yet been created? One answer to that question may very well lie in research.
Research has long been a cornerstone of graduate education, but the rapidly changing 21st-century job market demands that we move graduate-level work beyond annotated bibliographies and research papers in favor of activities and assessments that provide students with opportunities to apply that research. The shift is an important one for authentic professional practice, as students craft portfolio-ready deliverables that not only showcase what they know but also reveal what they can do with that knowledge in…
I’ve called attention to web annotation tools in the past, the reason being that I am among those internet weirdos who thinks there are conversations to be had across domains that, right now, are difficult to maintain because commenting functionality is largely restricted to the domain in which any particular resource is published. Aggregators like Reddit and Imzy show the need for environments that allow us to talk about web resources in new contexts, as do scholarly research tools like Zotero and Mendeley. Web annotation allow those types of conversations to bounce more nimbly between these constructed contexts and the context of the article itself. My work in education has led me to think that this kind of…
We know that courses start for the instructor days before they start for the students and that those few days both before and after the beginning of a term can be spent wisely to make the next eight or sixteen weeks as efficient and enjoyable as possible. So, we put together this webinar detailing steps to take in the first week of your course to make the rest of the course as successful as possible:
In the video, we mention both a supplemental tools and tutorials doc and a supplemental outline doc. Additionally, you may find the notes we used for the presentation useful.
Do you have a process for getting ready for and managing the first…