Session Description: The CCC OEI is a statewide initiative intended to improve access to and the quality of online education in California’s 113 community colleges. We will discuss accomplishments and challenges to date, as well as plans to rethink outdated systems that ultimately limit the potential of online course delivery to assist students in meeting their educational goals.
Outcomes: Adapt methods of developing a statewide online education initiative to your institutional environment *Gain access to multiple resources for use with online learners, online teaching faculty, and institutional programs *Learn how to create similar online course quality strategies for your institution
Executive Director, Online Education Initiative,California Community Colleges, Chancellor’s Office
Vice Chancellor of Technology & CTO, Foothill-DeAnza Community College District
- More than 2.1 million students on 113 campuses
- 1 in every 5 students in the nation attend a California Community College
- Received a $56.9 million over 5 years by the state – Online Education Initiative California Community College
- 4,100 sections
- Another $20 million was received last year…
Goal is to increase student completion of transfer degrees by working together to increase access to quality online courses and support services for students.
- Access | Quality | Completion
- Providing resources to colleges to allow for the addition of quality online courses
- Improve success and retention
- Prepare students
- Prepare faculty
- Quality course design and content resources
- Providing students with opportunities to take classes when and where they need them.
- Always consider what is best for the students
- Engage in “agile” project management
- Innovation is “messy”
- Consider the big picture
- Involve everyone in the process
- 3 Levels of Opportunity for College Participation in OEI
- Shared resources such as:
- OE course design rubric,
- online learner readiness tutorials, and
- @ONE workshops OR
- Adopt the same course management system across all colleges for standards, for ease of students, to collect data
- Participate in the OEI consortium along with the Exchange
- “Online is not as good as face to face” is throwing access out – time to quit comparing. If we want to compare, compare fully resourced online programs vs non-resourced shoestring programs. We need to fund student success.
- Providing resources to colleges to allow for the addition of quality online courses.
- Online Readiness (Quest Program)
- Recommended Library Services
- Online Test Proctoring and Plagiarism Detection
- Accessibility Support and Universal Design
- Online Tutoring 24×7 and Platform
- Embedded Support for Underperforming Students
- Online Counseling Network and Platform
- Professional Development and Course Design Rubric
- Common Course Management System
- Student equity in online education: Goal to decrease success rate gaps in online courses.
- SmarterMeasure is being piloted for student readiness
- Course design rubric is used and based on the Blackboard Exemplary Course rubric.
- Encouraging course refresh – shifting the culture, migrating to a new system, shared design strategies, standard course design criteria
“Students are more likely to pass newly designed courses vs old courses”
- Additional resources are available here: http://ccconlineed.org/
Session Description: Pedagogical and technological changes are upsetting the status quo of course delivery. To remain relevant, academic technologists must be responsive, agile, and forward-thinking within a context of rapid change, high demand, and limited resources. Learn how one academic technology unit strategically prioritized and responded to these challenges in today’s climate.
Outcomes: Articulate tactical work in response to the strategic goals of your institution and department *Redefine priorities in response to technological and pedagogical change *Retrofit Brown’s reflexive model to fit your own institutional culture
Instructional Designer,Brown University
Director, Academic Technology Services,Brown University
- Short Term – Improve the current situation with painpoints.
- Long Term – Confirm our Vision
- Instructional Technology Group
- MM Labs
- Classroom Technology
- Media Product
- Question: What do you spend your time on everyday – does that link to the vision?
- Question: What are the 5 most important things that you do – why is that important to the insitution?
- Session Materials
- Technology Themes
- Moving Forward and Looking Ahead
- Responding University Needs
- Making Connections
- Empowering Individual Growth
- Process for Visioning
- Step 1 – Defining the work: Where are we now?
- Step 2 – Understanding the work: What are the values/benefits of the work we do? Map the work to the themese/priorities and is there anything missing?
- Step 3 – Where are we going? What should we stop, start, or do better and how?
Session Description: In this talk, Sugata Mitra will take us through the origins of schooling as we know it, to the dematerialization of institutions as we know them. Thirteen years of experiments in children’s education provide a series of startling results—children can self-organize their own learning, they can achieve educational objectives on their own, and they can read by themselves. Finally, the most startling result: groups of children with access to the Internet can learn anything by themselves. Studies in the slums of India; the villages of India and Cambodia; poor schools in Chile, Argentina, Uruguay, the United States, and Italy; the schools of Gateshead; and the rich international schools of Washington and Hong Kong produced experimental results that show a strange new future for learning. Using the TED Prize, Mitra has now built seven “Schools in the Cloud,” glimpses of which he will provide.
Professor, Educational Technology, School of Education, Communication & Language, Newcastle University
- The Hole in the Wall Experiment 1999-2005
- How many engineers and programmers are we missing by the lack of opportunities in our slums?
- The first lesson in education, allow students to discover the answer without telling them…
- The second lesson in education, the teacher can empower kids by letting them teach each other… Learning can happen without a teacher, students can explore and help each other.
- Given 9 months, students left by themselves will increase their own computer literacy to the level of a secretary in the West.
- Who was teaching them? Instead ask: What was teaching them?
Children, given access to the Internet in groups, can learn anything by themselves.
- SOLE – Self organized learning environments.
- It became clear that children in groups have an understanding that is greater than that of each individual. It was this collective ‘hive’ mind that was working like an efficient teacher.
- Can an objective be achieved without a manager – they are achieve with a collective desire.
- Children begin to answer questions far ahead of their time… It helps if you admire them!
Do not teach, have a conversation.
- Enter the School in the Cloud – It’s a SOLE and Granny Cloud combined. And ask what would happen then in a school or in a community.
- We think that we can tell the student what to do.
- Schools in the Cloud improve:
- Reading comprehension
- Communication skills
- Internet Searching Skills
- Self Confidence
- The challenge of assessment… paper pencil tests and the measurement of learning.
- In order to cater to the needs of an obsolete examination system, teachers, good or bad, need to use teaching methods from the 19th century, consisting of rote learning, drill and practice, and negative reinforcement.
- We need to prepare our students to work in our current environments. Allow the use of the Internet during a test and the student’s phone. We have to factor in the complimented self – the student and technology.
- We need: Comprehension, communication, and computation to be the key concepts vs reading, writing, and arithmetic. But to include the later in the former.
- Schools should produce happy, healthy, and productive people.
We need a curriculum of questions, not facts. A pedagogy that encourages collaboration and use of the Internet. An assessment system that looks for productivity over process and method.
Session Description: Join us for a spirited discussion of four current technologies. Share your perspective on whether educationally these technologies are like pouring chocolate over broccoli or if they can improve student outcomes by strategically leveraging them. Come caffeinated and opinionated, and be ready to dive in and share with peers and colleagues.
Outcomes: Identify current learning technologies and trends *discuss the affordances and constraints of each technology presented *identify common adoption issues faced by new technologies and resources to resolve those issues
Associate Dean, Career and Technical Education, Colorado Community College System
Instructional Designer, Front Range Community College
Dr. Farah Bennani
Associate Dean, Colorado Community College System
- The lenses to view new technologies with: Implement Tomorrow, Needs more Research, Chocolate on Broccoli
- Coding – Becoming a popular educational opportunity as languages are becoming easier.
- Gaming – Engaging students with content is becoming more possible through games. Resources like Kahoot can be leveraged by faculty.
- Internet of Things – Potential exists and everything is connected, but the question is how does this impact the classroom, what about privacy? How will the play out in the school and in the classroom. We can monitor the impact on the consumer end as this will impact on that horizon first. This technology is on the horizon, but there still needs to be some more research.
- Wearables – They are here! Fitbit like devices are not just about tracking, but they are about social too. How about using these in physical education classes. Think about the community that goes along with it. There are some that are motivated with the “quantified self”. Oral Roberts University requires students to use Fitbit. Concerns around who owns the data and how secure is it? What about privacy?
- What about Virtual Reality? Lots of potential, however, the biggest challenge is building content…
The key questions, what capabilities do these new technologies bring to the education experience? What instructional problems can these new technologies solve?
Session Description: Because technology will continue to transform the education landscape, colleges and universities will confront continuing challenges to meet the expectations of today’s students, ages 18–60. Join us as industry expert Casey Green moderates a conversation among campus thought leaders about mobile strategies, best practices, and the ever-evolving digital campus.
Outcomes: Learn about community best practices to analyze institutional needs * Focus on benefits and evaluating technologies and solutions * Learn how to implement long-term strategies to meet changing technology today and tomorrow
Director Technology Services, Georgia Institute of Technology
Founding Director, The Campus Computing Project
Principal Technology Strategist,Citrix
Manager of Virtualization and Learning Technologies,Texas A&M University
What is your Mobile 2.0 Strategy? Just because you have an app, doesn’t mean you have a strategy…
- The need to mobilize the campus and deliver the experience today’s student expects.
- Mobility enables students to be more success. Giving students more resources. Being able to measure data of use and tracking.
- How do you create a mobile ready infrastructure? Do you have the resources to pull this together. Determine the goals of the project, connect to campus initiatives and strategies.
- The impact of student expectations and the consumer market is driving mobile.
- According to the Campus Computing Survey 53% of campuses appear to be building their own mobile apps.
- Although mobile is a top IT priority (#6 / 65%), only 17% of CIOs rate mobile services as “excellent”.
Session Description: Participants will be updated on recent developments with Open Badges Infrastructure and Standards involving the Badge Alliance, IMS Global, the Mozilla Foundation, and Collective Shift/Project LRNG and given the opportunity to ask questions about the future of the Open Badges specification. Also discuss the goals of the Microcredentials/Badges Constituency Group and the Open Badges Extensions in Education (OBEE) Project. Explore examples of open badge programs and platforms embracing these new badge extensions and learn how employers are recruiting and hiring students and “upskilling” current employees based on the innovative badge program deployed by the Colorado Community College System. Hear from Credly, a digital credential platform provider, about new ways universities, associations, and training providers are aligning outcomes to employer needs.
Instructional Design Project Manager,Colorado Community College System
Vice President, Product Management, IMS Global Learning Consortium
Manager of Informatics, Purdue University
- IMS is going to play a more central role in open badges.
- OBEE = Open Badges for Extensions for Education
- Focus on the employer as the primary badge consumer
- Refine badge contents using standard extensions
- Provide IMS certification of compliance
- The new extensions: accreditation, assessment, and endorsement.
- Issuer Accreditation Extension
- Provides a reference to a single or multiple accreditation bodies
- Assessment Extension
- What was required to earn the badge
- An OBEE Badge contains an endorsement, accreditation, or an assessment (2 of 3 are required)
- Purdue University – Anthony Newman
- Purdue created Passport
- Participation and Skill Badges
- Curricular Badges – EDCI 270: Intro to Ed Tech and Computing
- Research Project with Marcy Towns for Chemistry – This was put in place to save money on Pipettes because they were spending 6,000 per year on replacements. Badges were used to ensure that students knew how to use the pipettes. (Published in Journal of Chemistry).
- Colorado Community College System – Brenda Perea
- Award badges for competencies for employers.
- Technical Math has a variety of industry driven badge competencies delivered through a MOOC.
- Machining Level badges are aligned to NIMS standards. Students are earning badges through demonstrating competencies. Employers are starting to look beyond a degree and looking to hire based on competencies.
- Engineering graphics badges is another group of competencies that were developed by Metropolitan State University working with businesses.
- New badges work is happening with: CyberSecurity NICE standards, ASE and AWS standards, STEM competencies, 21st Century Skills, Workforce Leadership, Healthcare IT standards, Agri-Business, Gunsmithing…
- Credly – Jonathan Finkelstein
- Digital credentials improve on traditional offerings
- Transparency, added data (eg. user submitted “proof” of skills), security, trackability
- Brandman University is an example of issuing badges in bundles.
- IBM tracks sales performance through badges. Using monthly score cards.
- American Institute of CPAs is using badges for significant achievements.
- Deakin University is issuing badges for MOOC achievements.