How To Make Assessment Meaningful,
2017
Franklin University
How To Make Assessment Meaningful, Yuerong Sweetland
The International Institute for Innovative Instruction Blog
One of the challenges with assessment is answering the “so-what” question. After the initial nationwide calls for assessment more than three decades ago, most institutions are conducting assessment. However, when it comes to using assessment data, there are varying levels of success at higher education institutions, even though accrediting bodies are placing more and more emphasis on closing the assessment loop by using evidence of student learning to inform changes in curriculum and instruction (as well as co-curriculum).
Change, Ambiguity, And Uncertainty: On Becoming An Expert Instructional Designer,
2017
Franklin University
Change, Ambiguity, And Uncertainty: On Becoming An Expert Instructional Designer, Rob Wood
The International Institute for Innovative Instruction Blog
“If you can learn to tolerate change, ambiguity, and uncertainty, you will be successful in this field.” That was the answer my supervisor gave me when I asked him how I could be a really good instructional designer. It was 1989, and I had been working at it for a whole year. I really wanted to know! I must have looked crestfallen, because he added, “Don’t worry. You’ll get it later.” Great. Thanks, Boss.
Evaluating Tech Tools For Literacy: A Research-Based Checklist,
2017
Portland State University
Evaluating Tech Tools For Literacy: A Research-Based Checklist, Todd Cherner, Peggy Hopper
Curriculum and Instruction Faculty Publications and Presentations
With an emphasis placed on students reading and writing digitally, this presentation offers attendees a resource they can use to evaluate the literacy implications for using different apps and websites.
How To Use Media Effectively In Online Courses,
2017
Franklin University
How To Use Media Effectively In Online Courses, Carolyn Levally
The International Institute for Innovative Instruction Blog
In the online higher education community, course designers are constantly trying to develop courses that reach beyond the learner simply staring at a static screen. With the instructor and the learner at a physical distance, there are many features we use to try and bridge that gap, from online class meetings via Adobe Connect to discussion board postings to other engaging activities designed specifically for achieving the learning outcomes. However, when it comes to simple content delivery in an online setting, breaking through the wall of text by providing learners with more engaging media can sometimes be difficult. Many people …
Adaptive Learning: A Tale Of Two Contexts,
2017
University of Central Florida
Adaptive Learning: A Tale Of Two Contexts, Charles Dziuban, Patsy Moskal, Constance Johnson, Duncan Evans
Current Issues in Emerging eLearning
This paper presents the results of student reactions to adaptive learning at two universities with considerably different contexts: a large public institution and a for-profit, professional university. A student response protocol developed by and administered at the University of Central Florida (UCF) was also distributed to students at Colorado Technical University (CTU). Demographic comparisons of the two responding sample groups indicated considerable differences in student characteristics, especially with respect to age and work status. However, a factor invariance comparison revealed that students at both universities evaluated the adaptive climate similarly though the lens of learning environment, guidance path and progression. …
Online Experiential Learning: Bringing The Courtroom To The Classroom,
2017
Franklin University
Online Experiential Learning: Bringing The Courtroom To The Classroom, Karen Miner-Romanoff
The International Institute for Innovative Instruction Blog
Experiential learning (EL) is the “process whereby knowledge is created through the transformation of experience” (Corbett, 2005, p. 479). As Kolb (1984) posited, individuals learn through experience, reflection, thought, and experimentation. Knowledge and understanding are created and refined through the application and transformation of experience. Many scholars and educators agree that experience and active participation can help students connect theory to practice, develop higher order thinking skills, and enhance the educational environment (Burke & Bush, 2013; LaRose, 2011). Much research has indicated that authentic and experiential online learning experiences can lead to greater student success (Broadbent & Poon, 2015; Inan, …
Teaching Languages Online: Innovations And Challenges,
2017
Purdue University
Teaching Languages Online: Innovations And Challenges, Mayu Miyamoto, Natsumi Suzuki, Atsushi Fukada, Yuhan Huang, Siyan Hou, Wei Hong
Purdue Linguistics, Literature, and Second Language Studies Conference
Language professionals long resisted teaching online mainly because it was unthinkable to teach speaking in the online environment. Recent advances in technology, however, have made it conceivable. This chapter presents the design and implementation of online courses in Japanese and Chinese recently developed and being offered at Purdue University. We will highlight not only technologies involved, but also pedagogical innovations that helped resolve difficult issues. The efficacy of online teaching will also be touched upon. Reactions from enrolled students and the instructors that have taught the courses will also be shared.
Interactive Storytelling: Opportunities For Online Course Design,
2017
Boise State University
Interactive Storytelling: Opportunities For Online Course Design, Sally Baldwin, Yu-Hui Ching
Educational Technology Faculty Publications and Presentations
Compelling interactive stories can be used to get and keep learners’ interest in online courses. Interactive storytelling presents information in a manner that involves learners by allowing them to connect with the content. Incorporating interactive storytelling into online education offers the potential to increase student interest and knowledge retention. Interactive storytelling also allows learners to create a personalized experience. By analyzing examples of interactive stories, we identified five features of interactive storytelling: dynamic presentation, data visualization, multisensory media, interactivity, and narration. We explain each feature, and its educational benefits, with illustrations provided from five interactive storytelling examples. We also discuss …
Time-To-Credit Gender Inequities Of First-Year Phd Students In The Biological Sciences,
2017
Utah State University
Time-To-Credit Gender Inequities Of First-Year Phd Students In The Biological Sciences, David F. Feldon, James Peugh, Michelle A. Maher, Josipa Roksa, Colby Tofel-Grehl
Instructional Technology and Learning Sciences Faculty Publications
Equitable gender representation is an important aspect of scientific workforce development to secure a sufficient number of individuals and a diversity of perspectives. Biology is the most gender equitable of all scientific fields by the marker of degree attainment, with 52.5% of PhDs awarded to women. However, equitable rates of degree completion do not translate into equitable attainment of faculty or postdoctoral positions, suggesting continued existence of gender inequalities. In a national cohort of 336 first-year PhD students in the biological sciences (i.e., microbiology, cellular biology, molecular biology, develop-mental biology, and genetics) from 53 research institutions, female participants logged significantly …
Educational Apps In The Blended Learning Classroom: Bringing Inquiry-Based Learning Into The Mix,
2017
Portland State University
Educational Apps In The Blended Learning Classroom: Bringing Inquiry-Based Learning Into The Mix, Todd S. Cherner, Alex Fegely
Current Issues in Emerging eLearning
With schools investing heavily in mobile technologies and emphasizing blended learning lessons, teachers are being required to create learning experiences that utilize these technologies to further prepare secondary students for college and the workforce. In this article, the authors first present a brief vignette intended to be representative of the emotions and pressures facing teachers as they prepare to teach with these new technologies. Next, the authors provide a framework teachers can use to create app-based lessons, which are lessons that use multiple apps to engage students in an inquiry-based learning experience. To provide further support, the authors include two …
Involving Literacy And Technology: An Action Research Study To Improve Teacher Candidates’ Practice,
2017
Portland State University
Involving Literacy And Technology: An Action Research Study To Improve Teacher Candidates’ Practice, Todd Cherner, Kristal Curry
Curriculum and Instruction Faculty Publications and Presentations
As reflected in the new generation of “college- and career-ready” standards, developing students’ literacy abilities has become an educational initiative. In addition, software developers are continually releasing a range of educational website, apps, and programs intended to support student learning. The challenge then becomes how teachers can use these evolving instructional technologies to develop their students’ literacy abilities by combining them with their content and pedagogical knowledge. In this action research project, two teacher educators set out to study how their candidates used instructional technology during their internship for these purposes. In this article, the researchers will provide a background …
Site Joint Sig Symposia: A Collaboration Between The K-12 Online Learning Sig And Distance Learning Sig: How Higher Education And K-12 Online Learning Research Can Impact Each Other,
2017
Kent State University
Site Joint Sig Symposia: A Collaboration Between The K-12 Online Learning Sig And Distance Learning Sig: How Higher Education And K-12 Online Learning Research Can Impact Each Other, Rick Ferdig, Leanna Archambault, Kerry Rice, Margaret Niess, Trisha Litz, Amy Garrett-Dikkers, Aimee Whiteside, Michael Barbour, David Marcovitz, Antoinette Davis
EKU Faculty and Staff Scholarship
Facilitated by Rick Ferdig of Kent State University and editor of JTATE, this Symposia brings together the work of the K-12 Online Learning SIG and the Distance Learning SIG communities and focuses on presentations from scholars in the field whose work has implications for both higher education and K-12 online learning. This Symposia will have nine panelists who will each present their work and then talk specifically about how their work can inform both K-12 and HE. Included in the list of Higher Education-focused panelists are Trisha Litz of Regis University, Maggie Niess of Oregon State University, Antoinette Davis of …
Student Builders Of Online Curriculum Content. What Are Their Perceptions And Motivations?,
2017
University of Nebraska Medical Center
Student Builders Of Online Curriculum Content. What Are Their Perceptions And Motivations?, Peggy Moore, Teresa Hartman, Sarah B. Mcbrien, Betsy J. Becker, Daniel Cloonan
Posters and Presentations: Leon S. McGoogan Health Sciences Library
Objective/Purpose: 1. Describe the benefits and challenges of establishing a campus-wide student-centered program to create online curricular content. 2. Gain insight about student perceptions and motivations for becoming curriculum content developers. Need for Innovation: Faculty receive constant encouragement to discover methods for transforming health science instructional materials using active learning. Faculty identify "lack of time" as the most significant barrier to developing blended and online materials. In 2014, our academic medical center issued a student-centered call for proposals to create online materials for the Interactive E-Learning Program as a means to include students in the curricular change process. By pairing …
The Difference Between Instructional Design, Instructional Technology, And Instructional Science,
2017
Franklin University
The Difference Between Instructional Design, Instructional Technology, And Instructional Science, Joel Gardner
The International Institute for Innovative Instruction Blog
What is the difference between instructional design, and instructional technology, and instructional science? There are many different subsets of the field of instructional design, and in this post I will clarify the differences between these different terms.
9 Tips For Planning To Teach Online,
2017
Franklin University
9 Tips For Planning To Teach Online, Barbara Carder
The International Institute for Innovative Instruction Blog
Whether you are teaching in the classroom or online,planning is a key component to your success. But teaching online can present some unique challenges and opportunities, and good planning is critical to a successful learning environment for your students. I’ve been teaching in the online environment for 15 years and really enjoy the flexibility it provides. I enjoy meeting folks from near and far, interacting with them, and helping to guide their educational efforts.
The Role Of Pedagogical Beliefs In Emerging Technology Integration: An Exploratory Case Study Of Faculty Perspectives,
2017
School of Advanced Studies, University of Phoenix
The Role Of Pedagogical Beliefs In Emerging Technology Integration: An Exploratory Case Study Of Faculty Perspectives, Marianne Justus
The Qualitative Report
The integration of social media, mobile/wireless and Web 2.0 technologies in higher education supports student engagement locally and globally to create new knowledge using innovative strategies. However, there remains a disconnect between the positive perceptions of faculty regarding the value of integrating technology and its adoption in online contexts. The purpose of this qualitative exploratory case study was to investigate the factors that influence faculty to integrate innovative and emerging technologies, and to consider whether pedagogical beliefs influence choice and adoption of technology. Participants included graduate and undergraduate faculty members who had experience teaching online; were representative of diverse disciplines …
From The Co-Editors...,
2017
Rochester Institute of Technology
From The Co-Editors..., Todd Pagano
Journal of Science Education for Students with Disabilities
No abstract provided.
A Universal Design For Robotics Education,
2017
Kafkas University, Kars
A Universal Design For Robotics Education, Mustafa Şahin Bülbül
Journal of Science Education for Students with Disabilities
In this century technological and educational needs increase drastically. Out of local language, educators need to teach robotic language and use necessary technologies to design robots like Arduino set. This set let users to know less code/computer language and knowledge about electronics. Users may develop their own robots with this set. It also improves design and implementation skills. However, it is not a suitable design for blinds. Universal design approach suggests educators to design courses in a way to meet the needs of all participants. By this approach, learning environments are helpful and useful for participants with special needs. With …
Learning Styles: The Ugly Christmas Sweaters Of Education,
2017
Franklin University
Learning Styles: The Ugly Christmas Sweaters Of Education, Matthew Barclay
The International Institute for Innovative Instruction Blog
When Christmastime comes, there are often ugly Christmas sweater parties. It’s fun to see who sports the ugliest sweater and everyone has a good laugh. However, would you still be laughing if people wore the same style of sweaters in January, February, and March, or all year round? Or what if they wore them as part of their regular wardrobe at any time? Would it not seem out of place, even if well-intentioned?
Emotional Intelligence And Instructional Design Leadership,
2017
Franklin University
Emotional Intelligence And Instructional Design Leadership, Niccole Hyatt
The International Institute for Innovative Instruction Blog
Emotional Intelligence may be described as the “ability to reason about emotions” (Salovey & Mayer, 1997). Although psychologists Salovey and Mayer (1997) developed the concept, Daniel Goleman is known as the father of Emotional Intelligence and authored multiple bestselling books on the topic (Goleman refers to it as EQ, but it may also be abbreviated as EI). Recently, Yadav (2014) has posited that organizations can no longer depend solely on the knowledge level of employees but must also consider their EQ in measuring an organization’s success.
