An article in Evolllution by Vickie Cook and Gayla Stoner enumerates the value that a continuing ed unit can provide an institution as a centralized resource supporting online initiatives.
· CE units are ideally positioned to initiate and manage interdisciplinary collaborations in service of institutional strategic plans/goals
· Faculty and student satisfaction increase when centralized and specialized support is provided for online/hybrid education
· Quality and consistency across programs/courses is best managed by one unit
o continuous improvement and quality control processes already existing in CE units are well suited to managing online/hybrid education
UC Irvine has launched a new low-residency hybrid (or “mixed format”) master’s in Human-Computer Interaction and Design. The one-year program boast an “interdisciplinary orientation” and aims to prepare students for careers in UX, systems analysis, and project management.
This EAB infographic subdivides the millennial student market by personal and professional traits.
An updated version of this Education Advisory Board presentation, given to the online/hybrid task force on March 7, 2016.
EQUIP, or Educational Quality Through Innovative Partnerships, is a new program from the U.S. Department of Education. The department will provide access to Title IV funds to chosen partners (both traditional and non-traditional), while waiving the rules about the use of content from other entities.
The goal of this experimental program is to allow traditional schools to lower educational costs and increase access by partnering with nontraditional providers, such as MOOCs or code academies or boot camps, by creating hybrid programs that are eligible for enrolled students to access financial aid.
Introductory PowerPoint slides created by the Department of Education are embedded below:
Want to know more? Here are some starting points:
Excerpts from a conversation between Michael Rodgers (Southeast Missouri State) and Carl Lashley (UNC Greensboro), on Lashley’s experiences teaching in an online doctoral degree program.
UNCG’s doctoral program is attractive because it is sensitive to the needs of working professionals. The strong online component saves commuting time. From the relative comfort of home, students are fresher and more relaxed when it is time to log into the online course after a very busy day of work. Even so, most of Lashley’s students live relatively nearby (less than a 2 hour commute), which affords them the opportunity to come to campus from time to
time for face-to-face courses, meet with faculty, and attend advising sessions and seminars. Lashley’s awareness of his students’ need for a sense of belonging motivates him to use the on-campus events to establish relationships that Lashley characterizes as “accidental cohorts,” which create connections and lend authenticity to the virtual relationships born of online interactions within discussion boards and group activities.
Rodgers and Lashley. “Summiting by the Online Route.” Tomorrow’s Professor (Stanford), #1454. January 2016.
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.