2,157 Matching Annotations
  1. Last 7 days
    1. For this pilot, we needed students to come to class in order to fully test RLP as a modality. If a student missed class, the absence was treated the same way that absences in residential courses were treated -- students could review the class slides and ask the instructional team questions about the content or borrow notes from a classmate. Live class sessions were recorded, however students were not provided access to the recordings except if an online student experienced technical issues that caused them to miss part of class

      Though providing flexibility in where students attend class, this impedes on the flexibility of time. How many students couldn't "afford" the cost of synchronous class sessions, or suffered because they were denied access to asynchronous learning opportunities?

  2. Jan 2022
    1. Documents team e-learning and multimedia equipment practices to share with campuspartners

      DELETE

      +

    2. including TAGS and OAI/OIT platform update meetings

      DELETE

      +

    3. ? Collaborates with online instructors to answer the question, “But how would I do that online?” ? Assists with planning and curriculum-mapping to ensure alignment of learning outcomes,assessments, activities and course materials ? Creates and updates online courses by using a learning management system, producingmultimedia content (video/audio), and integrating supplemental content or third party tools ? Makes recommendations about individual course designs based on accreditation requirements,online program standards, student experience, faculty operability, and professional judgment ? Participates in quality assurance surveys of online courses directed by the Online BusinessOperations Manager ? Trains faculty on platform

      This section gets replaced with what is above?

      +

    4. May lead OBE team meetings

      DELETE

      Additional items to add to this list from sections below: From Faculty Training duty:

      • Trains faculty on platforms used in a given course, prior to and following development.
      • Prepares instructors for online course facilitation including Regular and Substantive Interactions, and techniques for monitoring student progress.
      • Creates ad hoc video tutorials to demonstrate more complex course design concepts and steps

      ADD

      From Production Coordination duty:

      • Manages complex program requests and learning objectives and adapts SB’s unique pedagogical requests to the digital learning environment
      • Manages course development timeline start-to-finish across a given project, factoring in: consultation, training, design, instructor content creation, course building, equipment availability, filming/recording, editing, and review
      • Provides stakeholders with timely updates on the status of course development
      • Warmly hands off support requests intended for campus partners; project-dependent

      +

    5. Trains and leads OBE teammates (may include student workers) with emerging technology

      DELETE

      +

    6. Creates and updates

      Collaborates with SB faculty to create and revise

      +

    7. Organizes and leads OBE team in conversion of SB courses in LMS platforms

      DELETE

      +

    8. Moderate daily supervision

      Moderate weekly supervision

      +

    9. This position will also participate in the faculty support team at OAI, which willinclude attending team meetings, participating in technology maintenance and selection, anddeveloping programming for SB faculty in coordination with OAI faculty development goals

      As a member of OAI's Design team, this position will participate in Design meetings and other essential OAI meetings.

      +

    10. Design & Technical Execution

      Faculty Consultation and Design Support

      +

    11. This position will also participate in the faculty support team at OAI, which will includeattending team meetings, participating in technology maintenance and selection, and developingprogramming for SB faculty in coordination with OAI faculty development goals.

      As a member of OAI's Design team, this position will participate in Design meetings and associated work the team does to develop and implement resources in alignment with OAI faculty development goals.

      +

    12. Griffith

      Robison

    13. Molly

      Scott

    14. Digital Learning Environment and Faculty Support

      Digital Learning and Design

    15. Manages complex program requests and learning objectives and adapts SB’s uniquepedagogical requests to the digital learning environmentManages course development timeline start-to-finish across a given project, factoring in:consultation, training, design, instructor content creation, course building, equipmentavailability, filming/recording, editing, and reviewProvides stakeholders with timely updates on the status of course developmentWarmly hands off support requests intended for campus partners; project-dependent

      I would move these up to the main/first Duty Name as well. They really could lead the list of main job responsibilities.

      I'll tack them on to the list in the comment

    16. Trains faculty on platforms used in a given course, prior to and following development.Coaches instructors on online course facilitation and techniques for monitoring studentprogress.Creates video walkthroughs to demonstrate more complex course maintenance steps

      This really falls under the first "Instructional Design" category which I believe, we're trying to focus more on and less on the existing emphasis on technical support. I modified and added this list to the comment in the first Duty Name section.

    17. technology

      teaching and learning technologies

    18. OAI/OIT technology management processes

      OAI discussions about and projects focused on current, research-based digital pedagogies.

    19. Represents the interests of SB and online SB faculty in multi-stakeholder meetings, including TAGSand OAI/OIT platform update meetings. Serves as a technology expert and representative of SBfaculty in technology selection and implementation processes. Other duties as assigned bysupervisor.

      This gets replaced with what is above?

    20. Serves as a technology expert andrepresentative of SB faculty in technology selection and implementation processes.

      Serves as instructional design expert and representative of SB faculty for pedagogical trends and needs specific to SB faculty.

    21. by using a learning management system, producingmultimedia content (video/audio), and integrating supplemental content or third party tools

      in the learning management system utilizing a variety of course content modalities and opportunities for interactions (instructor-student, student-student, student-content).

    22. educational

      digital pedagogies supported by

    23. educational

      digital pedagogies supported by

    24. Digital Learning Environments and Faculty Support

      Digital Learning and Design

    25. Faculty Support

      Design

    26. Collaborates with online instructors to answer the question, “But how would I do that online?”to adapt and convert their course to the digital learning environmen

      Collaborates with instructors to rethink the design of their courses for a digital learning environment

    27. Digital Learning Environments and Faculty Support

      Digital Learning and Design

    28. Faculty Support

      Design

    Annotators

    1. Trust is about two things, according to a recent story in the Harvard Business Review: competence (is this person going to deliver quality work?) and character (is this a person of integrity?).
  3. Dec 2021
    1. The PSU Faculty Senate Academic Quality Committee shared that concern earlier this year with administrators. They also worried about quality of learning for students.“For example, we know from the shift to remote that not everything that works in a classroom works on Zoom, and vice-versa,” the committee wrote. “Will faculty need to plan their courses and classroom activities for two different types of audiences? Or will faculty simply lecture or do some kind of low student-input activity, given the potential logistical challenges of handling the two different groups?”
  4. Nov 2021
    1. And when there is a federal financial aid review, or ”audit” as it’s called, of your institution, what they’ll do is they’ll go and take a sample of classes, and that they’ll look to see what happened in that course? Were there group interactions? Were there individual interactions? That they’ll look to see what happened and then they’ll look to see, does it meet the regulations? And have you developed faculty? Have you let them know that these are the expectations of them? That they’re looking for those sorts of things, and did it actually have an effect in the courses?
  5. Oct 2021
  6. Sep 2021
    1. Ultimately, we are here to help students empower themselves through education. In my dream, I imagine that Culturally Responsive Teaching, restorative practices, and deeper learning are all alive in classrooms across the United States. In addition, we might see curricula that affirms and engages students of color. We might also see students connecting their identities to their learning and applying it back to their communities to manifest social justice.
    2. This coming year, we are looking at how to build more community in the classroom, how to unify our students across cultural differences, and how to reduce bias in our discipline systems. Now we can get to the work of promoting anti-racism, liberation, and achievement at our school, by looking through the lens of White Supremacy Culture.
    1. Portland Board of Education passed a groundbreaking resolution in 2016 revising their curriculums and requiring that all their textbooks correctly and openly address climate change.
    2. Climate change education cannot be left only to technical discussions in the sciences, to optional electives, or to the private initiative of individual teachers. It needs to be integrated into mainstream history and civics courses that are requirements for all students.
  7. Aug 2021
  8. Jul 2021
    1. Forms for Design Work

      Can we add MM request form here too? I know the forms/form options are a bit in flux, but it might be good to at least have a placeholder.

    1. Know your classroom and set-up early

      Technology is really driving, or at least limiting the pedagogy which is unfortunate. If faculty aren't extremely confident with and knowledgeable about fairly sophisticated classroom equipment, there is little space for them to stretch their pedagogical muscles.

    2. Help students succeed in your version of a hybrid/HyFlex course
      • Communicate expectations
      • Presence - office hours, check-ins, feedback
  9. Jun 2021
  10. May 2021
  11. Feb 2021
    1. "There's not going to be a one-size-fits-all modality

      Maximum flexibility should be the ultimate goal. This is going to mean an ever-expanding variety of "Hybrid" courses. This is already happening in practice and institutions could be leading and directing these efforts to better serve the needs of all students.

    2. The pandemic has disproportionately impacted low-income households and Black and other people of color, raising concerns about diminished educational access for those groups. The majority of students at HBCUs receive the Pell Grant, which is given to students with the greatest financial need. Meanwhile, HBCUs are important drivers of college degree attainment for Black students, particularly in STEM fields.

      Related to "Open for Fall, Open for All", DEI initiatives, professional development opportunities, public messaging, institutional direction and vision, etc.

    3. "It's a paradigm shift," Rhoads said. "It's like two big huge things having to happen at the same time. ... They're flipping the classroom and seeing their lecture time not as lecture anymore but as active engagement."

      Gets to the heart of teaching philosophy, institutional culture, values, and mission.

    4. must participate in course design training before they can teach a HyFlex class, which Beatty delivers and for which they get a $1,000 stipend. They can receive $2,000 to develop and teach their first HyFlex course, which is reviewed by a team of instructional designers.

      The carrot/stick, PD/teaching responsibility conundrum.

    5. Already, online courses at MSU Billings must be asynchronous, and the school expects it will require HyFlex courses to include that mode, Honea said.

      Interesting "policy" which PSU would be hard to enforce at PSU in the current culture.

    6. start with an asynchronous online course based on the learning objectives and add the in-person experience, which would be mostly activities-based

      Where to start... Not "Start with in-person course and bring in Remote components/students." Important distinction in approach, teaching philosophy.

    7. invest in the asynchronous online component, saying it gives them more flexibility to serve students and prepare for situations in which synchronous instruction isn't possible.

      Totally agree, with "invest" being the key term. How to support this approach across all courses, regardless of primary modality.

    8. easier

      Not if it's done "well".

    9. That's at least in part because it's not as labor-intensive as a fully asynchronous online course. 

      Which is largely why no Online fee is currently associated with Remote courses at PSU.

    10. synchronous online

      "Remote - synchronous" at PSU, but not "Online"

    11. Before the pandemic, faculty using HyFlex tended to build an online, asynchronous version of the course and used that to teach in the classroom, sometimes adding synchronous online instruction

      The presence of a fully built out online, asynchronous course is key for maximum flexibility. Without it, remote students must rely either on live scheduled class meetings/lectures or watching long recordings of class content/activities. The result is often a disconnect with the instructor and other students, isolation, and fatigue.

  12. Jan 2021
    1. The institutional window to support universal design for learning will be most open when faculty are making the transition away from remote and towards residential learning. This transition point will be an opportunity in which the best parts of the pandemic-necessitated pivot to remote learning can be preserved.

      COVID springboard

    1. But we would need to intentionally center care and well-being as a primary condition of learning and be willing to set our obsession with achievement -- gently, even if momentarily -- aside.

      post-pandemic pedagogy

  13. Dec 2020
  14. Nov 2020
    1. Online Exams & Proctoring (In Addition to Guidance Listed Above) Requiring students to turn on their camera to be watched or recorded at home during an exam poses significant privacy concerns and should not be undertaken lightly. Several proctoring services use machine learning, AI, eye-tracking, key-logging, and other technologies to detect potential cheating; these should be used only when no feasible alternatives exist. If instructors are using a proctoring service during the COVID-19 measures, they must provide explicit notice to the students before the exam. Instructors are encouraged to work with the Digital Learning Hub in the Commons and the Academic Integrity Office to consider privacy-protective options, including how to use question banks (in Canvas), that will uphold integrity and good assessment design. Proctors and instructors are strongly discouraged from requiring students to show their surroundings on camera. Computers are available in labs for students who do not have a computer to take their final exams. Finals CANNOT be held in a lab, that is, instructors cannot be present nor can students from a specific class be asked to gather there for a final. This is only for those students who need a computer to drop in and complete their exam.
    1. CALL TO ACTION BY AUDIENCE

      Should CTL staff have a "Call to Action" as well, given their influence on faculty development indirectly impacts student success? In consultation with faculty, is it appropriate to discuss teaching philosophies with questions like: "Do you feel ALL students can be successful in your classes?" "To what extent do you feel responsible for the success of ALL students in your class?" "Do you think 'success' is limited to academic progress or does it also take into account students' life events that impact their academic performance (work, dependent care, housing, transportation, health, etc.)?"

  15. Sep 2020
  16. Aug 2020
  17. Jul 2020
  18. Jun 2020
  19. May 2020
    1. delivering online education demands high levels of technological, marketing and design expertise

      delivering quality online education...

    2. every university is trying to increase online enrollments,

      this strategy will most benefit the few larger institutions that don't need saving.

    3. it can increase labor efficiencies since a single faculty member can teach more students online than they can in person

      only if physical classroom space is especially limited. in reality, online courses are most effective when kept to smaller enrollments

    4. can be quickly deployed for credentialing programs

      not if it's done well

  20. Apr 2020
  21. Mar 2020
    1. Collect

      Put Final Papers and Presentations header above this

    2. alternatives

      pedagogically sound alternatives

    1. Corona teaching text

      COVID-19: Compassion in our classroom during uncertain times. Jamiella Brooks, Ph.D. Associate Director, Center for Teaching and Learning University of Pennsylvania

      The COVID-19 pandemic raises important concerns about teaching in times of disruption and uncertainty. While many of us are preparing to reformat our courses in emergency response mode, it’s important to also remember the human imperative of our vocation.

      Right now there is a cognitive demand being asked of all of us. Whether stressed by preparing to teach remotely, worried about housing or food insecurity, concerned about vulnerable family members, concerned about immuno-compromised and high-risk individuals--et cetera, many of us have a lot more of the “outside world” impacting our daily work.

      And that’s okay.

      One important thing we can all do right now is to neither ignore what is happening, nor misrepresent the impact as something that can be singularly defined. We are all impacted differently, and opening up as to how this is impacting you, personally, while inviting students to do the same, is a way to humanize this experience. “Students, I’ve never taught a class online before, so please be patient with me as I will be patient with you,” is a great way to start, for example.

      Most importantly, we need to name those in our population who are most vulnerable. While those who are more susceptible to the disease of COVID-19 often come to mind, we must not forget the disease of racism. Our Asian-born and Asian-American students, friends, and colleagues need us to stand up for them. Make a statement against xenophobia, microaggressions, and racism as a pre-emptive move. Let your students (and colleagues) know ahead of time that it will not be tolerated.

      As we continue planning, this article by Karen Gross has a number of helpful strategies for thinking about COVID-19’s psychological toll. She concludes by suggesting ways to communicate openly with our students about what is happening:

      “Name it (recognize the trauma), Tame it (conduct activities/strategies that deal with the psychological impact of trauma and its symptomology including with respect to the autonomic nervous system in the short term and other symptomology in the longer term) and Frame it (identify the importance of trauma and its symptomology to moving forward and enabling learning, psychosocial wellness and physical health)”

      Doing nothing is doing something--it is ignoring the very real challenges that we are collectively experiencing. Communicating your compassion is the best way to humanize your classroom--whether online, or cancelled, or pending--so that your students feel encouraged during this uncertain time.

      University of Georgia Remember that the goal is to adapt your current plans and teaching strategies to make the best of things in a difficult or unexpected situation. Perfection is not expected, and it may be useful to remind yourself of that occasionally. In addition, as unanticipated issues arise in your class, remember that you have a support network to rely upon for help. In addition to colleagues who may be working through similar challenges, consult the eLC help site or reach out for help with technology tools from your local help desk or the CTL, EITS, and unit level collaborative eLC administrators. The Disability Resource Center is also available to help you meet the accommodation needs of students. Finally, don’t forget that one approach may not work for everyone during times of significant disruption or changing circumstances. Ask students to communicate any issues or barriers they encounter (e.g. illness, lack of internet connectivity, technical issues, needing to care for family members, etc.), and be prepared to consider accommodations equitably.

      Mike Caulfield So possible announcement to students:

      [Describe situation, and link to the school’s announcement, maybe why this is important]

      [Talk a bit about your course]

      I want to stress that this is an emergency transition to online, and there are likely to be some glitches as we go forward. 1/x

      There will be changes to the syllabus, and some things we’ll have to figure out as we go. Where possible, I will make these changes with your input.

      I am also fully aware that some of you may not have the ideal space or internet connection at home to participate in a remote class to the extent you might wish. You may have other constraints or issues with accessing or using online materials.

      I am committed to working with you all to make sure the online version of this course meets your needs as best as possible in these admittedly difficult circumstances.

      More information will follow, but for the moment the most important thing to know is that we will be communicating course updates and requirements through announcements here on the LMS. If at all possible, plan to check this space over break to learn how we are moving forward. And if you have any specific concerns, reach out to me personally.

      Amy Young Ph.D., Associate Professor of Communication, Chair of the Department of Communication, Pacific Lutheran University

      1. Be kind to yourself and your students. Everyone is stressed, even if they're playing cool. That includes faculty. And that's okay.
      2. Many universities have a considerable number of pedagogical experts that, quite frankly, I have only been dimly aware of until yesterday. Be kind to these people. They are suddenly very slammed.
      3. There are a much larger number of faculty on university campuses that desperately need to retool. We have faculty who do not know how to use even the course management software that we've been on since I've been here (12 years). It is moments like this when that disparity becomes really fraught. It is also unacceptable.
      4. You will not recreate your classroom, and you cannot hold yourself to that standard. Moving a class to a distance learning model in a day's time excludes the possibility of excellence. Give yourself a break.
      5. Prioritize. What do students REALLY NEED TO KNOW for two weeks. This one is hard for me. But we have to strip it all the way down--in my campaigns class, that means I need them to post infographics on their research and now post narrative context and slides. But I'm going to punt on presentations because we just don't have time. Which sucks. But these are not normal circumstances.
      6. If you're making videos, student viewership drops off precipitously at 5 minutes. Make them capsule videos if you make them. And UPLOAD to YOUTUBE because it TRANSCRIBES for you. Do not assume your audio is good enough or that students can understand without transcription. This is like using a microphone at meetings--I don't care if you don't need it, someone else does and they don't want to ask.
      7. Make assignments lower or no stakes if you're using a new platform. Get students used to just using the platform. Then you can do something higher stakes. Do not ask students to do a high stakes exam or assignment on a new platform.
      8. Stay in contact with students, and stay transparent. Talk to them about WHY you're prioritizing certain things or asking them to read or do certain things. I've moved to doing that in all of my face-to-face teaching anyway, and it improves student buy-in because they know content and delivery are purposeful.
      9. Do not read on best practices for distance learning. That's not the situation we're in. We're in triage. Distance learning, when planned, can be really excellent. That's not what this is. Do what you absolutely have to and ditch what you can. Thinking you can manage best practices in a day or a week will lead to feeling like you've failed.
      10. Be particularly kind to your graduating seniors. They're already panicking, and this isn't going to help. If you teach a class where they need to have completed something for certification, to apply to grad school, or whatever, figure out plan B. But talk to them. Radio silence, even if you're working, is not okay.
    1. If concerns over students’ safety is at the heart of this, shouldn’t we strongly encourage students not to leave, no matter what, and only require that students who absolutely must leave not return?
    1. switching to online will be more chaotic and hard than you can imagine, and it will cause greater damage to disadvantaged students than you will probably notice.

      Switching to "online"

  22. Feb 2020
    1. A good article for our Frontier Set discussion. The state of "student-centered" institutional thinking. Note the lacking role and impact of teachers.

  23. Jan 2020
    1. since our courseware is embedded in the LMS via LTI (rather than copied and pasted into the LMS), all these improvements are immediately available to everyone using the courseware the instant we make them.

      As several of Lumen's courses are based on OpenStax content, what happens when OpenStax releases a new and significantly updated version of their content? Does Lumen content go out of date? Are Lumen's changes lost if they adopt OS's new version? Are Lumen's and OS's versions somehow consolidated and merged?

    1. Roughly 5% of University of California students, 11% of California State University students and 20% of students attending community colleges experienced homelessness in the past year, Low said.
  24. Nov 2019
    1. “I’m not going hungry per se, but there are days I’m just not going to eat,” she said. “Today, I am kind of hesitant to buy food, because I have less than $100 and I need to do laundry. Do I want to do my laundry or do I want to eat today? That is the kind of question I’m dealing with.”

      student quote on food insecurity

    1. “During that week, everything was hitting me,” Camellia Brown said. “I tried to come up to [my professor] and say I wouldn’t be able to afford the textbook. And you know, I started crying.”
    1. Trojan Shelter, an organization run entirely by undergraduate USC students, will open a free residence shelter at St. Mary’s Episcopal Church in Koreatown.

      run by ug students

  25. Oct 2019
    1. As high-paying jobs and college degrees are becoming far out of reach, and student debt continues increasing drastically, barriers to success are growing so high for most Americans that they are now unsurpassable.