Here is the schedule of events from the 2013 e-Learning 3.0 Conference.
ApprenNet - Bringing MOOCs to Life
ApprenNet is a novel education technology that uses video to create online exercises that engage learners, allow peer and expert feedback and facilitates expert participation in learning. The technology has been used in both the classroom and online environments, most recently to run a "massive open online course" for over 800 law students around the world. The technology is being developed with funding from the National Science Foundation.
Professional Development for Online Faculty: Meeting Diverse Needs Through a Centralized Initiative
A Sloan-C Consortium study in 2010 (Allen & Seaman, 2010) found that 22 million students will take courses online within the next five years, illustrating the exponential growth of this form of higher education. Along with this rapid growth come a number of challenges to the successful implementation of online degree programs, including preparing faculty to design and deliver online courses. Online instructors need to be versed in both the pedagogy and technology of online learning, as well as effective instructional techniques in the online environment. The question of how to efficiently and effectively provide this professional development for online faculty is being faced at every institution offering online courses. Drexel University has over 5,200 online students enrolled in over 100 programs in thirteen colleges and schools. In 2009, the University created the Online Learning Council (OLC), an initiative designed to enhance the practice of teaching online and provide an engaging and dynamic learning experience for online students. Furthermore, in 2012 a group of eight individuals were identified as OLC Fellows, with the purpose of providing opportunities for online course design review and creating cross-unit professional development programs for online faculty. This presentation will focus on the professional development initiatives of the OLC and the OLC Fellows. The presenters, who are all OLC Fellows, will discuss the experiences of preparing a number of faculty development courses and workshops, including training for first-time online faculty, usability and accessibility in online learning, self-evaluation of online course design, and more. In addition, we will discuss efforts for gaining administrative support among academic units for these initiatives and how this initiative has helped break down silos across the University. We will share recommended best practices that can be used by other institutions as they look to establish or expand their own professional development for online faculty.
Unlocking the Secrets of On-line Learning Engagement
Unlocking the Secrets of On-line Learning Engagement How Multi-Modal Design Principles Improve the Learning Experience As educators designing, building and running on-line learning experiences, it is clear that learner engagement is the Holy Grail. What creates engagement in an on-line learning program? Is it faculty, a mix of media, modality, or user experience design? Is there a causal nexus of all of these elements that create a "secret sauce" of on-line engagement? How do we measure success in the level of on-line engagement? How are live synchronous events used most effectively in conjunction with other learning modes? This session will demonstrate some experience-tested principles of on-line learning design show elements of generalizable strength. The use of edited video, that establishes an upfront intrinsic learning motivation through emotional connection to a dilemma or challenge is one. Tapping into experiential learning theory to design learning journeys that promote reflection and active experimentation is another. How can social learning inside of a program design structure create rich on-line collaboration and peer-to-peer interactions? The speaker will propose that using multi-modal design principles may unlock some barriers to on-line learning engagement, and will demonstrate several case examples that show promising results.
The Backwards Classroom: Using Peer Instruction to Flip the Classroom
Peer Instruction, a technique coined by Dr. Eric Mazur, a Harvard University physics professor, is a widely used lecturing technique that intersperses small concept tests or conceptual questions that are designed to reveal commonly misunderstood concepts while actively engaging students in the lecture. This technique advocates the use of required learning outside of the course in order to allow for richer experiential learning methods during class time. As such, Peer Instruction techniques offer a unique opportunity to flip the online or hybrid classroom and gain greater student engagement. In this presentation we will explore the versatility of this technique to increase learning with different ranges of learners and demonstrate its usefulness in flipped classrooms. Goals of the Presentation 1. Offer insight about the use of Peer Instruction in two distinctive settings: blended online learning courses and faculty training sessions and demonstrate how to effectively flip the classroom. 2. Teach participants how to create a flipped classroom experience using Peer Instruction. 3. Share practical applications and quantitative data on the outcomes of student performance. 4. Share qualitative data from the faculty who participated in the peer instruction modified faculty certification course. At the end of the session, participants will understand the steps to incorporating Peer Instruction into their courses. Using real time technology, the session itself will be flipped and members of the audience will create their own materials and gain hands-on knowledge of how to incorporate the concepts into their courses. Participants will be required to do some background learning followed by a Peer Instruction based procedure.
Using Personas in the Creation of Accessible Content Online
Personas are defined as "detailed descriptions of imaginary people constructed out of well-understood, highly specified data about real people" (Pruitt and Adlin, 2006, p. 3). In the imaginations of a design team, personas become real people with names, pictures, and descriptive characteristics. Alan Cooper (1999) created the term and concept of personas. Software product designers and even web designers have adopted this tool. We suggest that the concept of personas can be applied to designing online learning environments for students with disabilities. Specifically, we created personas to represent students with disabilities, who may enroll in our online courses (Allen & Miller, 2011). The personas include a student with a cognitive disability, hearing impairment, blindness, a physical disability, and a social impairment. Students with disabilities are increasingly enrolling in our online courses, but the content in the courses is not always accessible to these students. The purpose of this session is to present the work we are doing in the Online Accessibility Committee at Drexel University. We will present our personas, which we use to promote the use of best practices in accessibility during the design of online courses. Personas is another way to follow the proposition to "always be thinking of the needs of every person who will ever use the product" during the design stage (Pruitt & Adlin, 2006, p. 4). This is related to the concept of universal design for learning (UDL), where educators consider a wide variety of students during the design phase of a lesson.
Reflections, Discussion Threads, Peer Reviews for Assessment In Online Learning
The GSWS class "History of Sexuality" has been offered for four years in the online summer program on the Penn Learning Commons. The instructor leads advanced undergraduate and graduate students through an interactive seminar in which they analyze critically works in the history of sexuality, exploring sexual identities, roles and norms from Ancient Greece and Rome, to the 21st-century US. Students demonstrate their critical engagement and understanding of central debates and themes, methodological challenges, and issues of change versus continuity. Students are assessed through threaded discussions, reflective blog posts, and comments in the class chatterbox, as well as through more traditional written assignments and synchronous class discussions. The class instructor will share lessons learned from the experiences with these various assessment types, focusing on how combining synchronous and asynchronous assessments created a vibrant learning atmosphere In which students engaged in critical discussion, debate, and analysis. Listening to World Music has also been offered as an online course for the past nine years on three platforms (Blackboard, ECollege and the Penn Learning Commons). 2012 was the year for new directions for this course as a free and open course on Coursera. The Coursera course launched at the end of July and incorporated a series of assessments for the masses! Over 37000 people registered, although a relatively small percentage actually achieved the certificate. Nevertheless, the Listening to World Music class actually had one of the highest rates of retention i.e., people who downloaded/watched the videos and completed the embedded quizzes. This suggests that people were not taking the course for credit as such, but for larger humanistic understanding? In summary, the Penn presenters will describe their experiences with assessment techniques for two very different online courses.
Flipping the Classroom: Oceanography Online and in an Active Classroom
In this session I will describe the process of preparing for and teaching a "flipped" course in Oceanography in Liberal and Professional Studies at the University of Pennsylvania. I have taught this course each fall since 2006. In the past few years I implemented strategies to make the class time incorporate more active learning, but finding time to cover all necessary material in addition to doing activities was a limiting factor to creating a fully active classroom. In the fall of 2012, however, I put all of my lectures online, built online learning modules, and then focused my class time (3 hours every other week) with engaging students in the learning process and tried to most effectively utilize myself as a teacher and guide, rather than solely as a lecturer. This session will cover this process, the lessons learned (strategies for online office hours, online tutorials, online quizzes, online lectures, communication with students when class time is more limited, etc.), and will encourage discussion about what best practices should be for "flipping" the classroom, especially for university-level science courses.
Gimme a Leg Up! Scaffolding Learning in Online Courses
Scaffolds are temporary structures that bridge the gap between the instructor's intended learning outcomes and students' knowledge and skills. Instructional designers in higher education collaborate with faculty to help them realize an instructionally sound, pedagogically aligned, and engaging virtual classroom. Even after faculty have navigated the intricacies of developing an effective online course, including learning how to use the learning management system, creating engaging multi-media, or selecting the appropriate communication tools, we have found that students need additional support to succeed after the course is launched. Learning may be blocked by issues related to students' unfamiliarity with the online environment, being expected to use new tools or procedures with which they are unfamiliar, or by the difficulty of new material. We will provide examples of instructional scaffolding created both during the course design process and improvised by the instructor as the course is in progress. These include rubrics, checklists, graphic organizers, and coaching on how to use a tool. Participants will share examples of scaffolding they have used and will take away ideas for how they can use this pedagogy in their own online courses.
Going Synchronous in Online Writing Center Tutoring Sessions
In this presentation, a panel of undergraduate tutors and administrators from a university writing center will describe the transition from asynchronous, email-based tutoring appointments to synchronous, chat-based interactions. We will describe the overall context for providing electronic appointment options in university writing centers and how different institutions are addressing those challenges. We will then discuss the software, WCOnline, that we use in some detail for those in the audience interested in its specifications. The audience will have an opportunity to see what chat-based tutoring sessions look like through a live demo. We will offer a variety of brief perspectives about how this change to synchronous tutoring has affected the collaborative, conversation-based work in our writing center. We will provide usage data and discuss summaries of tutoring session report forms; we'll also summarize particular student/client experiences with this type of tutoring. Our undergraduate tutors will offer perspectives on how chat-based sessions have changed the tutoring dynamic and shifted the skills that tutors require. Tutors will also describe what this type of chat-based tutoring might mean for particular student populations, such as international students. Administrators will discuss how this type of electronic tool helps support the particular teaching and learning mission of the writing center. Finally, we'll also look into the future for our center to describe how voice- and video-based tutoring methods will offer additional ways to work with our student population. At the end of our session, we have allotted time for specific questions about our experiences as well as general dialogue about the different technological options for academic support units like writing centers.
A "Mini Mooc": Outcomes of a Gateway Introductory Course for Online Learners
Mature, non-traditional students are often fearful of returning to school for a higher degree; especially after a long hiatus or when the program is offered online. A course was developed in our institution that provides students with a guided introduction to the skill sets necessary to support online learning, communication and the production of scholarship. Students are introduced to the technologies and resources that are fundamental to success in the RN-to-BSN program. This credit/non-credit course, required of all online RN-to-BSN students, is taken in the first quarter of study. It is designed to provide students with two specific skill sets necessary for success in an online BSN program 1) familiarity and practice using on line learning activities and 2) increased comfort with conducting basic online research (i.e. finding journal articles relevant to an assigned topic) and writing scholarly papers. The course received rave reviews and increased enrollment in the online program by 25% within the first year of implementation. The second year we began to offer sections of the course on a scholarship basis to area nurses who might be hesitant in taking an online course. To date over 100 nurses have completed the course without paying tuition. In this presentation, we will share the course components, recruitment and retention efforts and credit allocation in our "mini mooc" pilot course.
See and Hear: Creating Closed-Captioning Solutions for Online Course Materials
As materials for college courses become more often available online, Drexel University is striving to make them as accessible as possible for all Drexel students, including those with disabilities. This presentation details the efforts to aid faculty in the creation of closed-captions for online audiovisual materials for courses. Three separate departments took the work that they had each done separately and collaborated to create a knowledgebase of solutions for creating accessible AV content. This presentation will detail each solution researched, tested, and evaluated, and will also relate how these solutions are meant to be used to meet the unique needs of each department. Finally, future plans for online accessibility efforts related to closed-captioning online materials for Drexel University will be outlined.
CEOs Inside Classroom: Debating as Social Learning for Global Business Competencies
On-line pedagogy enriches face-to-face interaction in International Business Classes Blackboard Learn Management System with Mediasite archiving is a reflective, educational component for Drexel's Mediterranean Economy class that offers the opportunity of weekly debates with CEOs present in class. The course has a seminar structure studying economy and social trends of the EU- Mediterranean with case studies from diverse sectors. Readings lay the agenda of entrepreneurial topics and the class offers the unique experience of interaction with a CEO-level executive each week who explains "how to do strategy and business" beyond stereotypes. LMS provides a platform to coordinate a dialogic class format: each CEO presents following the class syllabus, delivers the lecture in class, and students have roles to debate: clients/suppliers, investors/personnel, regulatory authorities. Each session is archived using Mediasite capture and is posted in BbLearn, so that students reflect on the quality of interaction and the insights of business sectors. Learning continues after class students, as they use the archived sessions to reflect on their interaction and develop their paper to compare and contrast the CEOs, after using the questions posed and the material posted by each guest CEO. After all, entrepreneurship and comprehending differentiation is part of global competencies in business education. Guest business leaders value interaction and are positively intrigued by the availability of the archived session. The use of LMS and archival technology cover the student real-life exposure but is also motivating the guest CEOs, extending University's outreach. This presentation is an explanation of best practices in class pedagogy with synchronous contact and asynchronous rumination and retention; the intense experiential nature of the class cultivates critical abilities for students, and showcases dialogic learning via the new Bloom's terminology of remembering, understanding, applying, analyzing, evaluating, and creating.