Shifts in Video and LMS Adoption: Impact on Student Outcomes
Although the LMS and video capture have been nearly ubiquitous for a decade, faculty use is only now beginning to accelerate, as cloud-based tools create opportunities to better engage students and experiment with new, technology-enabled pedagogical models.
How can next generation lecture capture tools enable faculty to engage students before, during – and after class? Can data streams from LMS and lecture tools combine to provide faculty with newfound insights into student behavior? Will shifts in LMS and video capture adoption create opportunities for entirely new categories of instructional technology to emerge? Continue reading →
When Bill Ballhaus took over the helm at Blackboard many were openly willing to give him some advice. Michael Feldstein said Blackboard was facing issues with customers who were “increasingly unhappy with the support they are getting on the current platform,” who were “unclear about how they will be affected by future development plans,” and who are “unconvinced that Blackboard will deliver a next-generation product in the near future that will be a compelling alternative to the competitors in the market.” While Joshua Kim at Inside Higher Ed said he should “bet the company on analytics.”
Now Campus Technology has set down with Ballhaus for an interview. The interview is available here.
Here are some examples of different kinds of peer facilitation prompts that can be used for online discussions. (Obviously these prompts can be used by the instructor as well.)
Example: What is the name of this theory . . .?
Giving Direct Instruction
Example: I think in class we mentioned that . . .
Example: I was once able to solve this sort of problem once when I . . .
Example: Wow, I’m impressed . . .
Providing cognitive task structuring
Example: You know, the task asks you to do . . .
Asking for cognitive elaborations
Example: Provide more information here that explains your rationale.
Example: You might want to write to professor Smith for . . .
Example: Restate again what the scientist did here.
Example: What was the problem-solving process the professor faced here?
Giving general advice
Example: If I was faced with this situation, I would . . .
These examples were adapted from Bonk, Curtis J., and K. A. Kim. “Extending Sociocultural Theory to Adult Learning.” In Smith, M. C., and T. Pourchot, eds., Adult Learning and Development: Perspectives from Educational Psychology, pp. 67-88. Mahwah, NJ: Lawrence Earlbaum Associates, 1998.
Dunlap, Joanne C. “Protocols for Online Discussions.” In Lowenthal, Patrick R., et al., The CU Online Handbook, 101-105.
Joanna C. Dunlap outlines 9 different ways in which you can utilize discussion forums in an online course. Some of formats are designed for asynchronous communication while others are designed for synchronous session. The 9 ways she addresses are:
The Final Post
The Last Post
Posting the Crux of the Matter
Chatroom of Voices
Chatroom Full of Voices
Dunlap bases these formats on the work of Brookfield and Preskill (Discussion As A Way of Teaching) and McDonald, et al. (The Power of Protocols: An Educator’s Guide to Better Practice).
In 1987, Arthur W. Chickering and Zelda F. Gamson published their classic work entitled “Seven principles for Good Practice in Undergraduate Education.” A. W. Bangert opined in a 2004 article that “The Seven Principles framework (Chickering and Gamson) offers solid, research guidance for the design and delivery of Internet courses.”
Principle 01: Encourages contacts between students and faculty.
Email response policy sets expectations for both student and instructor
Electronic office hours
Use a variety of communication tools in course (announcements, email, discussion, etc.)
Synchronous communication (chat, text, Skype, etc.)
Crews, Tena B., Kelly Wilkinson, and Jason K. Neill. “Principles for Good Practice In Undergraduate Education: Effective Online Course Design to Assist Students’ Success.” MERLOT Journal of Online Learning and Teaching, vol. 11, no. 1 (March 2015): 87-103.
Abstract: The purpose of this study was to apply the Seven Principles for Good Practice in Undergraduate Education (Chickering & Gamson, 1991) to online course design to enhance students’ success in an online course. A survey was created to determine students’ perception of strategies and skills they perceived as important to complete an online course. The survey was created based on behavioral learning, cognitive learning, and social learning frameworks. The responses of the 179 students in this study in an undergraduate Computer Applications in Business course at a large southeastern university were categorized by the Seven Principles. Results of the survey showed the course design strategies and what students valued matched well with the Seven Principles Implications of the study provide evidence that good course design embeds the seven principles to ensure students are successful in the online learning environment.
Katie Blot, senior vice president for corporate strategy and business development at Blackboard, announced on the Blackboard blog that Bill Ballhaus was replacing Jay Bhatt as CEO. She wrote:
Today, we are fortunate to be joined by a great leader – our new CEO Bill Ballhaus. Bill’s philosophy is directly in line with ours and his skill set is going to help us reach new heights. While this is certainly a change for Blackboard, rest assured that the heart of our mission and strategy will remain the same. . . .
So we have defined our strategy and now, with Bill joining the company, we’ll continue to execute against it. Bill has accomplished much over his career and his operational expertise has led various businesses to great success. He and I share a fundamental belief that if you make your first priority taking care of your customers, the business results will follow. So, under his leadership Blackboard will continue our focus on doing just that. We will deliver next generation teaching and learning capabilities to the market, continue our international growth, and improve even further the way we serve our customers and strive to exceed their expectations. Bill is uniquely positioned to help us execute against these priorities, and with him we’ll achieve significant advances for our customers and for Blackboard.
This webinar from Academic Partnerships’ Faculty eCommons, hosted by Kenneth C. (Casey) Green of The Campus Computing Project, features a lively conversation with Rena Palloff, PhD, owner of Crossroads West, who works with institutions, organizations, and corporations interested in the development of online distance learning and training programs.
Click here to download the accompanying slide deck.
The Inside Higher Ed site for the webinar is here.
Curt Bonk presents the final session at Engage 2013, presented by Cengage Learning with SXSWedu.Session Description: Everyone is talking about the need to motivate and engage learners. This is true in face-to-face classrooms and even more true in online environments. Many students are unhappy due to bland online content and unimaginative activities. Many others are bored since the course does not utilize current technologies. They love their iPads, iPhones, and other mobile technologies and want their instructors to utilize them. Some feel that their instructors have not addressed their preferred learning approaches. They want hands-on activities as well as time to explore the resources they find the Web. All they simply want is more variety, or more specifically, they want ‘TEC-VARIETY.’ Bonk’s new instructional design model for online learning TEC-VARIETY will break online instructors and students out of boring online learning. This session will outline dozens of active learning ideas and solutions that motivate and engage online learners in deeper learning experiences.Presenter Bio: Curt Bonk is Professor of Instructional Systems Technology at Indiana University. Drawing on his background as a corporate controller, CPA, educational psychologist, and instructional technologist, Bonk offers unique insights into the intersection of business, education, psychology, and technology. A well-known authority on emerging technologies for learning,Bonk reflects on his speaking experiences around the world in his popular blog, TravelinEdMan. He has authored several widely used technology books, including The World is Open, Empowering Online Learning, The Handbook of Blended Learning, and Electronic Collaborators
Oliver Dreon has a post over at the Faculty Focus blog about the application of Chickering and Gamson’s 7 Principles of Good Practice to the online classroom. He provides some simple ways to implement each of the practices in your online classroom.