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2019

Copyright & Online Resources: It Doesn't Have To Be Complicated

By Nicole Snyder Dettmar / June 21, 2019

Copyright is a challenging subject area for instructors to ensure compliance with, and discerning it in the fair use of online instruction materials can be daunting. A clear definition of fair use under the Copyright Act and a helpful mnemonic to determine the four factors of it are discussed as well as open educational practices. These contribute to a thought process for instructors to make informed decisions about the use of copyrighted or open education online instruction materials with practical strategies and additional recommended technology tools to help. » [Full Article]
TYPE: HIGHER EDUCATION

Findings on Modeling as Impact to Practice from the HumanMOOC

Special Issue: Paradigm Shifts in Global Higher Education and eLearning

By Heather A. Robinson, Maha Al-Freih, Whitney Kilgore, Patrice Torcivia Prusko / June 19, 2019

This article reports findings on the value of instructor modeling from a study on multiple iterations of the HumanMOOC course. After semi-structured interviews with participants who completed the course, coding, and analysis it was discovered that modeling of technologies and the course design using the community of inquiry (CoI) model were pivotal factors on impact to practice. Learning about the CoI through self-study, with peers, and online lectures, combined with the immersion of the framework in the LMS appears to be an effective combination and contributed to the actual, real-world implementation to the participant's classroom or work. » [Full Article]
TYPE: HIGHER EDUCATION

Rethinking Lurking

Special Issue: Paradigm Shifts in Global Higher Education and eLearning

By Apostolos Koutropoulos, Sarah Honeychurch, Lenandlar Singh / May 29, 2019

Lurkers, non-participating, or minimally-participating members of an online community are a subject of interest to researchers. In the realm of eLearning communities nowhere is this more visible than in MOOCs. In this article we dive into some assumptions made of lurkers, and we advocate for the position that lurking can be a valuable learning approach depending on the learning context. » [Full Article]
TYPE: HIGHER EDUCATION

Augmented, Virtual, and Mixed: How the realities are impacting our our L&D reality

By Ann Rollins, Tom Pizer / May 16, 2019

The realities of learning are upon us. As learning practitioners, it is tough to keep on top of the emerging technology landscape. In this article, we define augmented, virtual, and mixed reality and provide use cases and context as to how each fits in the learning landscape based on our experience. We also share design considerations and a starting guide for practitioners as they begin to bring the realities into their learning ecosystems. » [Full Article]
TYPE: OPINION

A Commentary on the Paradigm Shift Toward Openness in Higher Education

Special Issue: Paradigm Shifts in Global Higher Education and eLearning

By Suzan Koseoglu / May 9, 2019

This commentary explores paradigm shifts in education; in particular, the shift toward openness in higher education, drawing attention to critical perspectives and current debates related to open online learning and highlighting the importance of pedagogy in these discussions. » [Full Article]
TYPE: HIGHER EDUCATION

Paradigm Shifts in Global Higher Education and e-learning: An ecological perspective

Special Issue: Paradigm Shifts in Global Higher Education and eLearning

By Aras Bozkurt, Amy Hilbelink / May 1, 2019

The digital knowledge age has changed our world in inexplicable ways, and education is not immune to these changes. In a time when online technologies, networked learning spaces, mobile devices, cloud computing, and many other innovative tools have resulted in a paradigm shift, we need to revisit what is known about the current state of the art in higher education and e-learning. This special issue aims to reflect the changes in global higher education with a special focus on e-learning. » [Full Article]
TYPE: HIGHER EDUCATION, INTERNATIONAL ONLINE EDUCATION

Enhancing and Impacting the Online Classroom Environment with Infographics

By Hanadi Hamadi, Frederick R. Kates, George Raul Audi, Samantha A. Larson, Malcolm M. Kates / April 30, 2019

An infographic is a type of picture that, if done correctly, blends complex data with understandable design. College students today are inundated by visually stimulating screen-based environments. Infographics utilize that environment to enhance the process of summarizing educational material. Data visualization can provide students with multiple dimensions of competency including searching, systematic thinking, and effective interdisciplinary teamwork. » [Full Article]
TYPE: DESIGN FOR LEARNING

#HigherEdScope: A New Frontier in Digital Development

By Jon Ernstberger, Melissa A. Venable / April 22, 2019

#HigherEdScope was a co-hosted Periscope serial about online education that stretched the boundaries of the mobile broadcasting platform, through live sessions co-hosted by the authors. The topics covered were designed to inform online educators and administrators to a range of pedagogy, tools, and strategies. In this article, the authors share their experiences and exploration of live video, including failures and successes, in a professional development context. » [Full Article]
TYPE: HIGHER EDUCATION

Mindful Online Teaching and Learning: A Conversation with Tiffany Guske

By Melissa Venable / March 28, 2019

The 34th Annual Distance Teaching and Learning Conference featured a unique kickoff thanks to a mindfulness exercise led by Tiffany Guske. In calling all attendees to set an intention for their time at the conference, she helped them establish the foundation for a meaningful and productive experience. This post-conference interview with Tiffany provides a more in-depth look at the concept of mindfulness and specific strategies for applying this approach to our online teaching practice. » [Full Article]
TYPE: INTERVIEW, HIGHER EDUCATION

Changing the Narrative: New directions in online retention

By Andrea Gregg, Penny Ralston-Berg, Alison Carr-Chellman / March 5, 2019

The growth of online higher education has outpaced residential enrollments for the past six years and adults are a significant population of online learners. While certainly concerns about the efficacy of learning online have not fully gone away, online courses, and often entire online degrees, are now an established part of the contemporary higher education landscape. At the same time, persistence and retention remain important areas of concern for both online learners and the higher education institutions serving them. » [Full Article]
TYPE: HIGHER EDUCATION

Excited by E-Moderation? A Canadian Educator Shares Her Best Hacks

By Marla A. Zupan / February 22, 2019

Many of today's educators who seek new experiences are considering positions as electronic moderators (e-moderators). However, the transition from overseeing a physical classroom to managing a virtual learning environment can quickly become overwhelming and confusing. With limited supports and training opportunities available, e-moderators can struggle to find a balance between course content delivery and consistent candidate communication. This article has a twofold purpose. It first seeks to define and clarify the e-moderator role, particularly as it relates to online teacher professional development in Ontario. Next, the author outlines six strategies for success, targeting specific areas including setup, planning, time management, online presence and feedback. » [Full Article]
TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT, MANAGEMENT

Engaging Learners in Online Environments Utilizing Universal Design for Learning Principles

By Aleksandra Hollingshead, Davin Carr-Chellman / February 15, 2019

Learner engagement in any instructional environment, including online, is critical to ensuring meaningful learning outcomes. Researchers discuss engagement as a complex construct consisting of emotional, cognitive, and behavioral domains. In e-learning, student engagement is difficult to achieve. Universal Design for Learning (UDL) is an instructional design framework focused on overcoming barriers to learning and providing learners with multiple ways to engage, receive instruction, and express learning. This framework is based on a premise of variability of all learners and designing learning that is flexible and systematically planned. » [Full Article]
TYPE: DESIGN FOR LEARNING

Creating Effective Collaborative Learning Groups in an Online Health Promotion Course

By Yan Huang / February 11, 2019

In this paper, an undergraduate-level online health promotion course is used to illustrate how to incorporate group learning experiences into courses that create productive, engaging, and skill-building environments for learners. » [Full Article]
TYPE: HIGHER EDUCATION

Five Ways to Flip the Online Classroom on Its Head

By Amy Winger / February 8, 2019

While online higher education learning has increased in availability and popularity, documented best practices have been slow to emerge. One learning practice showing promise is flipped classroom design. Research indicates higher-education flipped classrooms are associated with improved student retention and learner retention of content. With various online practices available to instructors, it is important to choose flipping practices that are supported through research while being attuned to the nature of online learning. Bloom?s taxonomy provides a framework for creating active learning opportunities in the online classroom to strive to improve retention of both students and learning. » [Full Article]
TYPE: HIGHER EDUCATION