Editor’s Note: In Tuesday’s post, the author explained how he used streaming media to enhance the delivery of his online course content. In this post, he discusses the impact on student learning, and answers the question … Was it worth the extra work?
Many people take it on faith that online education must be run through a learning management system (LMS) like Blackboard, Angel, etc. Those systems were originally designed to allow faculty to move their courses online without having to learn HTML coding. They provided all of the tools needed to deliver an online course in one package.
Instructors have a myriad of technological tools available to enhance online instruction, such as blogs, wikis, and streaming audio and video. I have been particularly interested in streaming audio and video to deliver course content in a dynamic mode that captures the energy of the traditional classroom presentation while taking advantage of the Web’s functionality to combine text, audio, and images. However, given the significant time it takes to design and create a presentation for streaming over the Web, I have wondered whether the time commitment is justified by the learning benefit for students. Do bells and whistles enhance learning online?
Magna Publications, the leading provider of professional development resources for the higher education community, today issued a Call for Proposals for the 2011 Teaching Professor Conference to be held May 20-22 in Atlanta.
As a department head, I initiate or respond to seemingly endless phone calls, emails, and letters to and from almost every corner of the campus, the community, state agencies, etc. Our department’s office coordinator is swamped by similar interactions. Our faculty members, while working mostly with students, also interact with many others each day. We must all be well-versed in the “who does what” and “how things get done” on our campus and beyond.
Student learning outcomes assessment can be defined in a lot of different ways, but Lisa R. Shibley, PhD., assistant vice president for Institutional Assessment and Planning at Millersville University, has a favorite definition. It’s from Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education by Barbara E. Walvoord and states that student learning outcomes assessment is “the systematic collection of information about student learning, using time, knowledge, expertise, and resources available in order to inform decisions about how to improve learning.”
Problem solving is “what you do when you don’t know what to do.”
What a simple, straightforward definition for something often defined in much more complex ways. But problem solving doesn’t always mean the same thing. It might be the solution to a specific problem, like those that appear on math quizzes, or it might be a collection of possibilities that respond to a complex open-ended problem. But however it’s defined, problem solving is one of those skills all teachers aspire to have their students develop.
In the space of one generation, college students have gone from studying with highlighters and wire notebooks to laptops, netbooks and, now, iPads.
But despite the prevalence of technology on campuses, a new study indicates that computers alone can’t keep students from falling into their same weak study habits from their ink-and-paper days.
“Why are teachers afraid of sentences that begin with ‘I feel’ or that draw on personal experience?” Margaret Mott asks, repeating a question she read in an essay early in her career.
The debate for “control” of distance education at institutions of higher learning continues. On one side, the administration side, there is a need for centralization of operations, to include course development, instructor training and development, scheduling, evaluation, and student and faculty issues. On the other side of the debate, faculty leaders (deans, department chairs, program coordinators) tend to favor decentralization.
