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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.
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TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT, MANAGEMENT
This article reports on an interview with Dr. Ronald Wagner founder and CEO of Relearnit OPM.
» [Full Article]
TYPE: MANAGEMENT
This review analyzes ideas and themes that emerged from Beyond Multiple Choice 2020 (BMC2020), the third iteration of an annual conference exploring the future of assessment. Taking place online due to restrictions surrounding COVID-19, BMC2020 attracted speakers and delegates from across the globe, representing various facets of the assessment industry. Altogether, the presentations compiled a bird's-eye snapshot of challenges and opportunities for advancing assessment to better meet 21st-century training and education needs.
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REVIEW: EVENTS,
TYPE: MANAGEMENT
Delivery of proctored exams on-screen has existed for more than 15 years. The pandemic has pushed the technology and its radical service encounter into the mainstream. But new visibility brings new responsibilities and issues to resolve. A gold rush of new and existing suppliers means many learners now have the new exam experience they needed while others have had challenging experiences.
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TYPE: MANAGEMENT
While online education has been with us for more than 20 years, and many faculty are proficient at designing and teaching highly interactive, intellectually stimulating asynchronous classes, other faculty have chosen to remain focused on their teaching in the classroom. However, COVID-19 has rapidly and without warning ushered all higher ed teaching and learning into emergency remote environments. By now, many who support faculty in transitioning courses have received varying levels of participation and are examining ways to increase support opportunities.
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TYPE: PROFESSIONAL DEVELOPMENT, MANAGEMENT
This article reviews Eynon and Gambino's book High-impact ePortfolio Practice: A catalyst for student, faculty, and institutional learning .
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REVIEW: LITERATURE,
TYPE: MANAGEMENT
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
