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[ 2022 ] 2021 2020 2019 2018 2017 2016 2015 2014 2013 2012 2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001
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
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
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
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
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
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
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
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
This article reports on an interview with Dr. Ronald Wagner founder and CEO of Relearnit OPM.
» [Full Article]
TYPE: MANAGEMENT
