Education Commons^™

Meeting Qm Standards Through Modular Design, Paula Jones

Paula Jones

The Quality Matters (QM) standards are benchmarks that educators strive to follow as they develop online courses. The QM standards are based on current literature focused on course delivery rather than course design. One method of course design that educators can use to provide organized, sequential and navigational web-supported instruction is through the use of modular instruction (use of modules). What is unique about the modular structure shared in this session is the use of an "Introductory Module" as a starting point in the course, plus the structure of the "Content Modules" that include links to communication boards that support …

School Librarians And Technology: Integrating Online Resources For Teaching, Linda Sellers, Heather Leary

Heather Leary, Ph.D.

No abstract provided.

Digital And Media Literacy: The Pleasures And Perils Of Online Pranking, Renee Hobbs

Renee Hobbs

Developing critical thinking and communication skills are vital for21st-century students. Discover how focusing on online pranks with your students can lead to media literacy and ethical responsibility.

It's All In The Family: Keynote Address To The International Association For Visual Literacy, Renee Hobbs

Renee Hobbs

No abstract provided.

Maximizing Accessibility In Online Courses, Linda Huglin, Shannon Rist, Bob Casper

Linda Huglin

In their creation of online courses, instructional designers may inadvertently overlook the needs of learners with disabilities. However, creating accessible online courses isn’t merely a "nice to do" activity; it is required by federal law. Section 504 of the Vocational Rehabilitation Act of 1973, for example, specifically prohibits discrimination against individuals with disabilities by any federal agency receiving federal funds; this includes colleges and universities.

Best Practices To Promote Learning Through Web Conferencing: Resources, Tools And Teaching Methods, Paula Jones, Maryann Kolloff, Fred Kolloff

Paula Jones

Web Conferencing and synchronous learning have a specific place in online learning. In fact, Web Conferencing is recognized as a highly collaborative and social learning environment. Web Conferencing can support effect online pedagogy in a number of ways. First, Web conferencing provides tools that support communication between the student and the instructor enabling presence to be established and/or maintained throughout the course. Second, web conferencing provides a didactic communication between two or more users. This provides opportunities to interact and offer feedback on topics relevant to the course. Thirdly, web conferencing allows students to talk through issues or questions they …

Employee Development Using Webct Vista, Jennifer Link Jones

Jennifer L. Jones

The article reports on the technology upgrade at Georgia State University Library in Atlanta, Goergia. It offers a look at renovations of its facilities and exterior. More than 350 computers were installed in its new Information Commons and Learning Commons. The library officials jointly worked with the school's Information Systems & Technology department and established two computer technical support desk within the library. It is noted that its library employees need to further their knowledge and undergo training about various issues in library science. It also explores various library technology issues, which include public services technology competencies, construction of learning …

Connecting Instruction To Connected Technologies – Why Bother? An Instructional Designer’S Perspective, Beth Rochefort, Nancy Richmond

Beth Rochefort

This article identifies the disconnect between workplace demands and university teaching. It highlights the importance of providing faculty development related to connected teaching and the role of the instructional designer to assist faculty with the integration of social media tools in their courses in a pedagogically appropriate way. Examples from practice include connected learning utilizing social media within online higher education courses and programs. Using the theory of connectivism, and the idea of connected learning, the article outlines possibilities to engage and support adjunct and distance faculty to embrace social media and networks.

Effectiveness Of Online Learning Program: A Case Study Of A Higher Education Institution, Hongjiang Xu, Omamerhi Ebojoh

Hongjiang Xu

Online learning has become a popular tool in addition to traditional learning methods. This study emphasizes on how assessment and delivery methods employed can influence the effectiveness of online program, as well as the benefits and constrains experienced in e-learning. The research project was conducted at a Higher Educational Institution for a period of three months. A case study methodology was employed to investigate the opinions and experiences of faculty and students involved in online programs. Various factors that affect the effectiveness of online programs were studied in order to provide insights on the major challenges, benefits and limitations faced. …

Teaching Use Of Digital Primary Sources For K-12 Settings, Anne R. Diekema, Heather Leary, Sheri Haderlie, Cheryl D. Walters

Heather Leary, Ph.D.

This paper describes learning outcomes of a three-day workshop on integrating primary sources into K-12 teaching. The short curriculum — intended for teams of teachers and school librarians — combined visits to a museum and a library's special collections with an introduction to significant national and local digital collections of primary sources. The paper draws on focus group data, reflection papers, and a conference presentation by the workshop participants as well as curricular artifacts presented to the workshop instructors. Using their workshop experience, teachers integrated digitized primary sources into their curricula thereby creating quality instructional content that engaged students' interest. …

Offering Professional Development Opportunities For Faculty On Methods Of Developing Critical Thinking In Online Courses, Paula Jones, Maryann Kolloff, Fred Kolloff

Paula Jones

The purpose of this paper is to summarize the how one university created a successful faculty professional development program that offered training and support on how to develop student critical thinking skills. Selected literature related to building student critical thinking skills through online environments are reviewed. Participants attending this presentation will receive an overview of the professional development program and the incentives offered. In addition, information on the Paul & Elder model will be summarized, as it was used in the program. Furthermore, this report will provide at least 3 examples of instruction from online courses at one south-eastern university …

Modeling Teacher Ratings Of Online Resources: A Human-Machine Approach To Quality, Mimi Recker, Heather Leary, Andrew Walker, Anne Diekema, Philipp Wetzler, Tamara Sumner, James Martin

Heather Leary, Ph.D.

In education, the scalable deployment of media-rich online resources supports peer production in ways that promise to radically transform teaching and learning (CRA, 2005; Pea et al., 2008). Online educational repositories such as the Digital Library for Earth Systems Education (DLESE.org) and the National Science Digital Library (NSDL.org) collect and curate online learning resources created for a wide range of educational audiences and subject areas (McArthur & Zia, 2008). Through a simple, web-based authoring tool, called the Instructional Architect (IA.usu.edu) teachers locate and share educational resources and activities in an IA project. These IA projects can then be viewed, copied, …

Evaluating The Blending Of An E-Learning Module Into A Knowledge Management Course: A Case Study From The Singapore Management University (Smu), Thomas Menkhoff, Tze Yian Thang, Yue Kee Wong

Thomas MENKHOFF

In 2005, the authors of this essay led the development and launch of SMU’s (Singapore Management University) first e-learning package on ‘Knowledge Management’. The package is aimed at supporting SMU’s mission to be committed to an interactive, participative and technologically-enabled learning experience. Since its inception in 2000, SMU’s educational and administrative practices are modelled after American institutions, in particular the Wharton School of the University of Pennsylvania. To support SMU’s unique pedagogy, wireless technology for mobile computing is a central feature at SMU. Against this background, the paper features a self-critical and reflective case study of the roll out of …

The State Of Media Literacy: A Response To Potter., Renee Hobbs

Renee Hobbs

No abstract provided.

Developing And Using A Review Rubric To Assess Learning Resource Quality In Educational Digital Libraries, Heather Leary, Sarah Giersch, Andrew Walker, Mimi Recker

Heather Leary, Ph.D.

No abstract provided.

Usu School Of Graduate Studies, April M. Fawson

April Fawson

No abstract provided.

Moving Towards A University-Wide Implementation Of An Eportfolio Tool, S. R. Lambert, L. E. Corrin

Sarah Lambert

The University of Wollongong has been strategically exploring ePortfolios since 2002. Building on lessons learnt from student trials across two different disciplines in 2002/3 and 2006, the project team is on the verge of implementing a university wide ePortfolio tool customisable for all students across all faculties. This paper describes the steps taken on the road thus far, including a description and justification of a new project structure and consultative framework developed to guide the implementation.

Digital And Media Literacy: A Plan Of Action, Renee Hobbs

Renee Hobbs

No abstract provided.

The Effect Of Instructional Technologies On The Finance Classroom, Steven D. Dolvin, J. Michael Morgan, Mark Pyles

Steven D. Dolvin

Using a survey technique, we evaluate the effect of PowerPoint, online lecture notes, financial calculators, and machine readable forms (MRF) on students' assessment of the quality of instruction, perceived knowledge level, satisfaction, post-course interest in the subject, and average grade in introductory finance courses. We also examine these opinions on a relative basis by comparing the responses of Finance majors versus non-Finance majors. The results suggest that certain technologies are received better than others and further, that the perceived quality of instructional techniques is largely contingent on the student's choice of major.

Reinvigorating Educational Design For An Online World, Meg O'Reilly

Dr Meg O'Reilly

With changes to higher education being significantly impacted by the rapid pace of technological evolution in the new millennium, there is a need to find greater humanity in the course development process. As traditional mediators and creative collaborators in the process of course design, educational designers are well positioned to bring spirit and soul to their work with academic staff. This paper explores the need for reinvigorating teaching and learning relationships through creative, post-egoist meaningful approaches to educational design in times of enormous technological and workplace change.

Interaction Online: Above And Beyond The Requirements Of Assessment, Meg O'Reilly, Diane Newton

Dr Meg O'Reilly

Today’s literature is filled with new paradigms for learning, specifically in relation to the increasing adoption of computer-mediated techniques for interactive learning. In many cases, learning may now be enhanced through the experience of a shared online environment for critical discussion, knowledge building and the establishment of supportive social communities. Research data obtained from social science students at Southern Cross University over two semesters reveals students’ perceptions of the importance of online discussion whether these are assessable or not. This paper presents some findings and explores the impact of the emergence of a student-centred social learning environment.

Using Cross-Disciplinary Action Learning Sets When Designing Online Assessment, Meg O'Reilly

Dr Meg O'Reilly

The drive to find appropriate ways to integrate online technologies into assessment has come about within Australian higher education as a consequence of widely held aspirations to remain competitive in the global marketplace. An action research initiative at Southern Cross University reported in this paper suggests both extrinsic and intrinsic reasons why academics considering online assessment may or may not follow through with immediate implementation. More specifically, a crossdisciplinary action learning set in the case study presented has shown benefits in approaching educational design as a cyclical, collegial, creative and reflexive process for planning, implementing and evaluating online assessment.

Educational Design As Transdisciplinary Partnership: Supporting Assessment Design For Online, Meg O'Reilly

Dr Meg O'Reilly

The design of student assessment for the online context can be a disquieting experience without the support of colleagues and a group of peers from across a range of disciplines with whom to share ideas. This paper reports on interviews conducted with academic “peak performers” as well as some educational design practitioners about the current practices of designing for online assessment. A transdisciplinary approach to educational design is proposed for further exploration.

Designing Webcds: A Low Cost Option To Enhance Learning And Interaction, Meg O'Reilly, Chris Morgan

Dr Meg O'Reilly

Candidates of Southern Cross University's Doctor of Business Administration are a unique group. Demands by these senior executives for flexibility of delivery and portability of courseware has been the recent impetus for course redesign. Informed by a student survey and expressed needs of staff, instructional designers focused on a low cost hybrid model for delivery of study resources. A collection of Web linked CDROMs have been designed to utilise advantages of online interaction while storing high resolution video materials without limitations of bandwidth and unwieldy download times. Enhancements to teaching, learning and assessment approaches are discussed.

Staff Development By Immersion In Interactive Learning Online, Meg O'Reilly, Jennifer M. Brown

Dr Meg O'Reilly

This is a story from an Australian perspective of the changes in staff development approaches over the past few years, in response to the rapidly changing educational and technological environments. In particular the authors reflect upon initiatives implemented and those planned for the future at Southern Cross University, as a result of the impact of staff development activities in our own institution and in other Australian universities to date. The paper concludes with a plan for the Teaching and Learning Centre’s website to move beyond delivery of information, exemplars and resources, to support a program of active immersion of staff …

Resource Directory For Assessing Learners Online, Meg O'Reilly

Dr Meg O'Reilly

To address the need for critical research, and to target access to the wide range of resources in the field of online assessment practices in higher education now published on the Internet itself, a research project has recently commenced at Southern Cross University. This project aims to improve the online assessment practices of academic staff through reflective practice and action research. An accompanying website is under development to provide a directory of resources including examples of the practices and theories pertaining to assessment online, as well as links to published literature. The poster presentation will provide access to this resource …

Educational Design As Transdisciplinary Partnership: Supporting Assessment Design For Online, Meg O'Reilly

Dr Meg O'Reilly

The design of student assessment for the online context can be a disquieting experience without the support of colleagues and a group of peers from across a range of disciplines with whom to share ideas. This paper reports on interviews conducted with academic “peak performers” as well as some educational design practitioners about the current practices of designing for online assessment. A transdisciplinary approach to educational design is proposed for further exploration.

Expect Respect Television Advertising Campaign: Evaluation Report, Chris White, Sallie Newell, Anne Graham

Professor Anne Graham

The Expect Respect project was a social marketing campaign to increase young people’s knowledge of the dynamics of healthy and unhealthy relationships. It represented the latest stage in an ongoing campaign by the Kids Really Count interagency committee (a collaboration between the Ballina Byron Family Centre, the NSW Strategy to Reduce Violence Against Women, Lismore & District Women’s Health Centre, Mullumbimby Community Health and Lismore City Council) to raise public awareness about the impact of domestic violence on children and young people. The Expect Respect television advertisement was developed following consultations with young people from diverse geographical environments and cultural …

News Literacy: What Works And What Doesn't, Renee Hobbs

Renee Hobbs

No abstract provided.

Creation Of A Statewide Survey Of Incentives And Disincentives For The Use Of Opencourseware In Utah, Anne M. Arendt

Anne M Arendt

Created for presentation at: Teaching with Technology Idea Exchange (TTIX) June 10, 2010 University of Utah; Salt Lake City, UT http://ttix.org/

This article examines the creation and distribution of a survey tool used to assess Utah resident views of incentives and disincentives for use of OpenCourseWare (OCW) and how they fit into the theoretical framework of perceived innovation attributes established by Rogers (1983).

This was a descriptive study that employed a survey method. This study consisted of three stages: a preliminary Delphi technique questionnaire based on Rogers (2003) attributes of innovation, a pilot study, and the primary study. In the …