In a recent article from Campus Technology, UCSF‘s John DeAngelo shares his experience of heading a campus-wide lecture capture system adoption. Since it was introduced in 2011, over 2,000 recordings have been made through Sonic Foundry’s Mediasite and the project has been deemed a success. Along the way, DeAngelo has learned a lot about achieving the best instructor recording. Here are some of the best practices and expectations DeAngelo points out:
Now more than ever, it is important to promote and enforce academic integrity. Online learning has opened doors for many and has changed the way people think about education. Although it has also raised the possibility of plagiarism and academic dishonesty, this should not be a deterrent from online teaching or learning. The Western Association of Schools and Colleges has put together a guide called Best Practice Strategies to Promote Academic Integrity in Online Education, which contains tips for institutions, professors and students on how to promote academic integrity in an online learning environment. These tips are categorized under Institutional Context and Commitment, Curriculum and Instruction, Faculty Support, Student Support, and Assessment and Instruction.
Here are some especially helpful tips that we have highlighted from the document:
An article in today’s Seattle Times announces that the University of Washington along with nine other universities will be partnering with Coursera, an online start-up that specializes in offering free online university courses to anyone that wants to take a class. We’ve blogged about Coursera recently when the start-up first launched with its new business model of providing low-cost and free online courses for credits. Its proponents have picked up momentum in terms of partnering with a number of top-tier universities and its increasing number of offerings seem promising. Currently, students who sign up for a course on Coursera will have to commit certain blocks of time to completing assignments as well as interacting with other students. Quizzes are embedded with the course material online and data is consistently analyzed by the course system to see how students approach each question to solve it.
Addressing concerns over whether online courses would be as rigorous as a traditional course, David Szatmary, the vice provost for online learning at the UW, said that students “are being held to the same academic standards we require in our institutions” and that “Coursera is working only with top-tier institutions”. UW Computer Science professor Ed Lazowska also remarked that “Coursera courses from many universities will be woven into UW offerings one day, with students taking the classes online as homework and coming into a classroom for practice and discussions.”
It will be interesting to see how this project progresses especially with the UW now involved. We look forward to seeing future developments.
Last month, we received the fantastic news that the UWB Learning Technologies Blog was named one of 50 “Must-Read” educational technology blogs by EdTech Magazine.
As a follow-up to that, EdTech Magazine’s Jimmy Daly interviewed director of UWB Learning Technologies, Andreas Brockhaus. In the interview, Andreas discusses different aspects of technology in higher education: cloud computing, learning analytics, EDUCAUSE, hybrid/online courses, and technology on our campus.
In a recently published paper by the University of Minnesota, researchers looked at how different designs and implementations of distance education courses affected student learning and satisfaction in these courses. The study involved identifying three different types of interaction in these courses: Student-Student, Student-Teacher, and Student Contact.
Student-Student (SS) interaction consists of individual students or groups of students working together in both dynamic technologies such as video conferencing or static technologies such as discussion boards.
Student-Teacher (ST) interaction also uses many of the same technologies involved in SS interaction in distance learning. Face-to-face interaction is also observed under both SS and ST.
Student-Content (SC) interaction is defined as “reading informational texts, using study guides,watching videos, interacting with computer-based multimedia, using simulations, or usingcognitive support software (e.g. statistical software), searching for information, completing assignments, and working on projects”.