From the Chronicle of Higher Education
“Mark Bradbury has brought along plenty of apprehension to a summer workshop here on how to teach an online course. Mr. Bradbury, who directs a master’s program in public administration at Appalachian State University, prides himself on drawing out students in his face-to-face courses and feeding off their questions and interests. He worries that he won’t be able to replicate that spirit if he’s making lecture videos and posting on discussion boards.”
A summary of how summer online courses are developed at the University of Connecticut, and the value they add to the undergraduate residential experience.
Every year, the university offers 35 to 40 new online courses for its shortened summer session, a popular time for students to earn credits away from campus, Associate Director of UConn eCampus Desmond McCaffrey said.
Wright, Bailey. “Students Favor Summer Online Courses for Convenience.” Daily Campus, 3.2.16.
Stanford’s new grant program seeks to provide internal financial support for innovative uses of technology in learning, including course design or re-design.
The goal of the new grant program is to support future-facing, faculty-driven innovation.
Read more at Campus Technology (January 27, 2016), or read the official announcement.
“The OSU Extended Campus Research Unit is designed to create an accessible and inclusive online learning environment.”
“Oregon State is in a position to build a robust research pipeline that ultimately will improve the access and quality of online teaching and learning for our adult learners,” [Lisa L.] Templeton said. “It will allow the university to expand its reach even further and give students more opportunities to succeed.”
OSU opens research unit for online teaching, learning. Oregon State University news. January 6, 2016.
If teaching online is harder, takes more time, and even more disastrous if done poorly than face-to-face learning is, why should anyone launch an online program? Inside Higher Ed blogger Joshua Kim showcases how in spite of these challenges, developing new online programs can help grow institutional capacity and foster innovation. The comments on this post are also valuable!
Moving a program online is an opportunity to rethink the program.
Kim, Joshua. “3 Truths and 5 Recommendations for Online Programs.” Inside Higher Ed. December 15, 2015.
What happens when you take the original ePortfolio concept and expand its horizons to include other purposes?
This roundup summarizes recent case studies in the use of portfolios in undergraduate education. Read the full article here.