Designing Competency-Based Self-Paced Online Workshops for Introducing Faculty to Online Teaching Technologies

ALN14 Presentation Header

Wed, 10/28/14, 12:00-12:35pm
Southern Hemisphere I

During this session at the 20th Annual Online Learning Consortium International Conference, learn about Northern Illinois University’s innovative faculty development initiative to offer introductory online technology training via self-paced online workshops as a component of comprehensive online faculty certification. An overview of the process identifying technology competencies for online teaching was shared as well as the design, development, and implementation phases of the project, highlighting lessons learned and tips for other institutions interested in pursuing a similar self-paced model for scaling their faculty development efforts. Accompanying slides are available here and links included in slides shared below.

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2014 UPCEA Federal Policy Brief

As a current member of the advisory council for the UPCEA Center for Online Leadership and Strategy, I’m passing along this special update below from Bob Hansen, UPCEA CEO, releasing the 2014 UPCEA Federal Policy Brief. I highly recommend all those involved in online learning to read the briefing and stay abreast of the federal policy landscape that is influencing higher education and specifically online education today. ~ Jason Rhode @jasonrhode

UPCEA Federal Policy Brief

The UPCEA Center for Online Leadership and Strategy is pleased to announce the 2014 UPCEA Federal Policy Brief. This document is a result of the 2014 UPCEA Online Leadership Roundtable and focuses broadly on online education policy at the federal level. Developed with direct input from membership and the UPCEA Policy Committee, these recommendations provide a framework for the federal government to address the needs of contemporary learners and those who serve them. Topics covered include State Authorization, financial aid, gainful employment, costs of compliance, and the importance of collecting meaningful data that reflect the fundamental demographic shift toward non-traditional-or “contemporary”-students. Click here to view the UPCEA Federal Policy Brief.

We encourage you to read it, and share it with others – including your institution’s internal government affairs staff, and your members of Congress. Our elected representatives must understand the importance of these issues, and the impact that they have on the students we serve. You can find the contact information for your members of Congress here. We encourage you to contact your members and schedule a meeting to discuss these issues if you are in Washington. If you are interested in increased UPCEA advocacy efforts, please fill out this form.

You can learn more about these policy issues during a session at the 2015 Summit for Online Leadership and Strategy, January 20-22, 2015 in San Antonio, Texas.  Learn more about the Summit, hosted in partnership with the American Council on Education (ACE), and register here.

Also, remember to take advantage of the services and expertise offered by UPCEA’s Center for Online Leadership and Strategy. We know that balancing all of the facets of a successful online initiative can be challenging, which is why all members have complimentary access to the Center’s Second Opinion service. Second Opinion is an opportunity to ask questions or discuss pressing issues with the Center’s founding director, Ray Schroeder.

To keep abreast of developments related to State Authorization and state licensing issues, UPCEA’s expert partner, Cooley LLP, offers services to help schools navigate an increasingly dynamic environment.

I’d like to give a very special thanks to Chris Murray and Ken Salomon at Thompson Coburn for their expertise in helping develop the UPCEA Federal Policy Brief. To learn more about Thompson Coburn’s services and products, please click here.

I hope you’ll join us in raising awareness of these important issues!

Sincerely,

Bob Hansen
CEO

 

Flipping Not Flopping: Infusing Active Learning in Online and Blended Courses

Flipping Not Flopping: Infusing Active Learning in Online and Blended Courses
In this keynote session by Jason Rhode at the St. Mary’s University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. Accompanying slides are available here and links included in slides shared below.

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#BbWorld14 Trends in Online Learning

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Wed, 7/16/14, 9:15-10:00am
Murano 3301

What’s holding you back from growing your online presence? Based on research with hundreds of your peer institutions, this session will explore how the use of collaboration tools, mobility, and more will be changed by shifts in student demands and the fight to attract and retain students. During this session at BbWorld 2014 on July 16, 2014 led by a panel of academic technologists, learn how leading schools are thinking about online learning in the future and what you should be thinking about as part of your long term strategy. (This is based on a webinar held in April of 2014 that was very popular, archive available at http://www.jasonrhode.com/trends-in-online-learning-april-2014)

Accompanying slides are available here.

Online College Students 2014: Comprehensive Data on Demands and Preferences

2014 Online College Students

11 Key Findings About Online College Students

According to the National Center for Education Statistics, in 2012 approximately 2.6 million students were enrolled in fully-online degree programs, while 5.5 million were taking at least one online course. For institutions to fully understand how to best serve this growing population, it is critical to understand who is studying online and what they are looking for in from their degree program.

The “Online College Students 2014: Comprehensive Data on Demands and Preferences” report, a joint project of Learning House and Aslanian Market Research, shares the findings of the third annual survey of 1,500 former, current and future online students.

Some Key Findings of the Report

Online students are studying further away

Fifty-four percent of students attend an institution within 100 miles of where they live, showing a three-year trend of students increasingly willing to attend an institution farther from home. (In 2012, 80% reported attending an institution within 100 miles of where they lived. This declined to 69% in 2013.)

Cost and financial aid important, but not critical

Although students reported that cost was a primary selection factor when choosing an online degree program, approximately two-thirds of respondents said they did not choose the most inexpensive program. Only 20% said they would not attend an institution if financial aid was not offered, although approximately half said they would need financial aid.

Job placement messaging resonates

When given a choice of 18 marketing messages, the overwhelming favorite was “90% job placement.” This makes sense, given that a large majority of students pursuing an online degree are doing so for job-related reasons.

Transfer credit makes a difference

Approximately 80% of students have earned credit elsewhere, and those students want to bring that credit with them. Having a clearly defined, generous, and easy-to-navigate transfer credit policy can help institutions stand apart.

Download Online College Students 2014: Comprehensive Data on Demands and Preferences