Education Commons^™

Moocs Comparison And Implications For Purdue Nanohub-U Moocs, Wei Zakharov

Teaching and Learning Technologies Presentations

A massive open online course (MOOC) is an online course aiming at large-scale participation and open access via the web. Currently there are three main MOOCs providers: i.e. Udacity, Coursera, and edX. This presentation compared these providers in terms of their technical features and business models. On the other hand, the author presented how Purdue NanoHUB-U designed and developed MOOCs.

Designing The Wheel: Built-In Instructional Technology, Pat Reid, Donalee Attardo

IMPACT Publications

Like many higher education institutions, Purdue University struggles to provide faculty with the support they need to incorporate sound use of instructional technologies in their courses. Two years ago Provost Tim Sands made a commitment to both instructional technologies and active learning, which included $100,000 funding for Instruction Matters: Purdue Academic Course Transformation (IMPACT). Goals of the IMPACT project include:

• Develop a network of faculty knowledgeable in teaching and learning best practices and passionate about teaching through faculty learning communities
• Base course redesign on best practices and sound research
• Support faculty-led course redesign with campus-wide resources

IMPACT funding has …

Fostering Blended Learning: Successful Partnerships And Faculty Development For Institutional Change, Chantal Levesque-Bristol, Tomalee Doan, Donalee Attardo

IMPACT Presentations

Instruction Matters: Purdue Academic Course Transformation (IMPACT ) is a successful campus-wide course redesign and faculty development program at Purdue University. This session shows how blended course redesign is a potential catalyst for institutional change and demonstrates its effects on learning gains, including critical thinking, problem solving, and information literacy. The discussion focuses on the nuts and bolts of the innovative staff development and course redesign integral to IMPACT. Also covered are the research-based redesign curriculum and strategies; the financial and personnel support offered to faculty fellows; and the many successful institutional partnerships that were necessary for IMPACT’s success. The …

A Faculty-Focused Course Design/Redesign Process, Pat Reid

IMPACT Presentations

As a part of the IMPACT (Instruction Matters: Purdue Academic Course Transformation) project, faculty attend weekly developmental workshops. As these have become progressively more focused and interactive, we realized that many faculty members have little to no education in sound course design. As a result, a faculty-focused, backward design process was developed that offers a flexible, step-by-step model. The model provides both practical and theoretical background at each step, links to articles, videos, websites, and more for faculty who wish to delve deeper. Presented at the EDUCASE Learning Initiative (ELI) 2013 Annual Meeting, Denver, Colorado.

Im:Pact: Supporting Faculty Innovation In Course Redesign, Pat Reid

IMPACT Presentations

IM:PACT is a centrally supported program that encourages faculty innovation in the redesign of large-enrollment courses at Purdue University. In two years, IM:PACT has seen the participation of 61 faculty, representing 49 courses and 11 colleges. FLC (faculty learning community) sessions lead faculty through the course redesign process, focusing on creating student-centered learning and leveraging instructional technology. Faculty work closely with design teams composed of staff from the academic technologies division of the central IT organization (ITaP), the Center of Instructional Excellence (CIE), and Libraries. This presentation explored how to begin a similar program at their own institutions. Presented at …

Developing An Understanding Of Data Management Education: A Report From The Data Information Literacy Project, Jake Carlson, Lisa Johnston, Brian Westra, Mason Nichols

Libraries Faculty and Staff Presentations

This paper describes the initial results from the Data Information Literacy (DIL) project designed to identify the educational needs of graduate students across a variety of science disciplines and respond with effective educational interventions to meet those needs. The DIL project consists of five teams in disparate disciplines from four academic institutions in the United States. The project teams include a data librarian, a subject-specialist librarian, and a faculty member representing a disciplinary group of students. Interviews of the students and faculty members present a detailed snapshot of graduate student needs in data management education. Following our study, educational programs …