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2022

Getting Authoring Right: How to innovate for meaningful improvement

By Alice Leigh, Shaun Crowley / November 29, 2022

With so much technology-enabled innovation in assessment, one area has often had too little attention--the exam development phase, often called the "hardest job in publishing." Writing exams is so challenging and so important, not just for the validity of tests but also for the ability of exam providers to innovate their services and operate efficiently. With genuinely enterprise scale solutions finally becoming available in this area, the authors offer a checklist guide for assessment providers to review their authoring processes. » [Full Article]
TYPE: OPINION

Inclusion Rather Than Exclusion: An interview with Simos Retalis on accessibility

By Begum Sacak / November 3, 2022

Learners with disabilities can face certain challenges that require accommodations in educational settings. High-quality educational intervention could tap into these learners' potential by immersing them in multimodal learning opportunities. In this interview, Dr. Simos Retalis discusses the approaches and characteristics of educational technology tools that can help accommodate learners with disabilities. » [Full Article]
TYPE: INTERVIEW, K-12 BLENDED AND ONLINE LEARNING

Design Thinking and Thinking by Design

By Damien Michaud / October 25, 2022

This article provides a summary and review of "Make It Meaningful: Taking Learning Design from Instructional to Transformational" by Dr. Clark Quinn. The book consists of a section on principles and a section on practices for designing learning experiences that engage learners intellectually and emotionally. The book provides a primer and a playbook for educators to reflect upon and improve their personal practice. » [Full Article]
REVIEW: LITERATURE, TYPE: DESIGN FOR LEARNING

Harnessing the Power of Natural Language Processing to Mass Produce Test Items

By Martin C. Yu, Taylor Sullivan / October 18, 2022

Mass production of test items involves numerous steps and takes time. Technology can play a key role in supplementing human resources whether gathering and storing source materials, communicating with subject matter experts, or synchronizing and coordinating activities during a complex or fast-paced development cycle. Our work in automated item generation (AIG) using natural language processing is one example of this process unfolding in practice. Over the past few years, there has been a surge in developments in the fields of natural language understanding and generation (NLU/NLG) regarding applications of language models developed via machine learning techniques that have yet to be applied to the area of AIG. » [Full Article]
TYPE: OPINION, EMERGING TECHNOLOGIES

Centering All Students in Their Assessment

By Mark Johnson, Uma Venkateswaran, Fiona Hinds, Steve Ferrara, Megan Bairstow / September 21, 2022

The primary focus in developing and providing equitable assessment should be the student who will engage with the assessment. Students' diverse experiences and individual needs are key to centering them in their assessment. New practices and greater emphasis are needed to provide an assessment environment that enhances student agency. Performance assessment, current innovative and emerging technologies, and considerations for marginalized students and students with disabilities, all grounded in research-based practices can promote equity in assessment. Some of these approaches already exist in some schools, which can serve as an illustrative example of what can be accomplished. » [Full Article]
TYPE: OPINION

Cross-institutional Leadership Collaboration: Toward the development of a peer-mentoring framework of practice in adult online education

By Haijun Kang, Rachel Ohmes / August 25, 2022

Because of high economic volatility, ongoing competition intensification, and the recent COVID-19 global pandemic influence, more and more education institutions are looking for efficient ways to serve their adult learner population. This article introduces a peer-mentoring framework of practice to help education institutions develop healthy cross-institutional leadership collaborations. This framework builds on three pillars: Developing a shared vision, respecting diversity and differences, and streamlining communications. An adult distance education consortium located in the U.S. is discussed as an example to illustrate how this three-pillar peer-mentoring framework of practice can be used to help make cross-institutional leader collaboration a success. » [Full Article]
TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT, MANAGEMENT

Going Beyond Multiple Choice

By Brian Moon / August 11, 2022

This is the first in a series of articles covering advancements in eAssessment. The series will feature educators, developers, and researchers from around the world who are innovating how learning is assessed while meeting the challenges of efficiency, scalability, usability, and accessibility. » [Full Article]
TYPE: OPINION

2021-2022: A Year of New Initiatives for Reaching Out to Our Community

By Simone Conceição / July 31, 2022

The highlight of this past year was new community initiatives. In this annual review of the magazine, the Editor in Chief details her accomplishments and goals. » [Full Article]
TYPE: OPINION

The impact of work and life experience on learning: A conversation with Peter Smith

By Amy J. Hilbelink / May 31, 2022

Oftentimes, when we consider the current, traditional higher education experience, we neglect to give thought to whether our institutions are providing the necessary resources to all learners. Are we truly helping those from under-served populations, or those who want to attend college, but can not find the time or money to attend? Are higher education institutions addressing these concerns, or are the traditional institutions leaving it to those who are outside of academia to figure it out? Who is best suited to helping learners learn? » [Full Article]
REVIEW: LITERATURE, TYPE: INTERVIEW

Outsourced Professional Development for Online Instructors: Recommendations from research

By Ling Zhao, Raymond Dixon, Tonia Dousay, Ali Carr-Chellman / April 18, 2022

To improve the quality of online teaching, institutions typically provide structured professional development in the form of institutional teaching or learning center programming. This programming typically focuses on teaching and learning quality, transitions to online teaching, pedagogies, and new technologies. This article reports on the use of outsourced professional development along with faculty responses to the program. Use of an outsourced program was attractive to faculty who wanted to have another institution's name on their vita. Seventeen faculty completed the professional development program and eight shared their reflections on this inquiry. » [Full Article]
TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT

Down the rabbit hole: Revisiting etymology, epistemology, history and practice of instructional and learning design

By Begüm Saçak, Aras Bozkurt, Ellen Wagner / March 31, 2022

There is a multitude of terminologies in the field of learning and training to refer to how we design and approach learning experiences: two of them being instructional design and learning design. Online searches and forum discussions among practitioners and researchers reveal the confusion surrounding the use of these terms. Both terms have sometimes been used interchangeably, but the fact that there is more than one term implies that both terms might be used to encompass different aspects of the learning and training discipline. The term instructional design has been a commonly used term until recently, but now learning design made its way to the literature and to our practices. » [Full Article]
REVIEW: LITERATURE, TYPE: DESIGN FOR LEARNING

Micro-credentials: An interview with George Ubachs

By Dilek Şenocak, Şeyda Kır / February 11, 2022

This interview with George Ubachs conducted by Dilek Şenocak and Şeyda Kır focuses on the concept of micro-credentials and their impacts on higher education and online learning. Ubachs is Managing Director of The European Association of Distance Teaching Universities (EADTU), which is one of the pioneer university networks for open, online, and distance higher education in Europe. He is also coordinator of the European MOOC Consortium (EMC). In this interview, he discusses his experiences on benefits of micro-credentials from different perspectives, possible challenges in implementing micro-credentials, and how micro-credentials support equity and inclusion in education. » [Full Article]
TYPE: INTERVIEW

Relearnit Reexamines online program management (OPM): An interview with Dr. Ronald Wagner

By Ali Carr-Chellman / January 20, 2022

This article reports on an interview with Dr. Ronald Wagner founder and CEO of Relearnit OPM. » [Full Article]
TYPE: MANAGEMENT