University Professional and Continuing Education Association (UPCEA), Hallmarks of Excellence in Online Leadership, April 2015 and updated in June 2015.
This report is part of a process to identify the range of what will constitute successful online leadership on America’s campuses—not merely what many might be doing now, but those standards, aspirations, and principles essential far into future. The intent is to provide information to help establish the full array of professional skills and services necessary to successfully support online learning, and to guide university leaders, faculty, students, and the public at large to embrace online education as integral to academe.
The Hallmarks of Excellence identify seven areas of concentration in online course and program leadership and development: Advocacy and Leadership Within the University; Entrepreneurial Initiatives; Faculty Support; Student Support; Digital Technology; External Advocacy and Leadership Beyond the University; and Professionalism. Each of these facets includes useful definitions and justifications, providing suggestions for specific implementation strategies, structures, and plans.
UPCEA’s Hallmarks of Excellence have been endorsed by the American Council on Education (ACE), the National Association of College and University Business Officers (NACUBO), the Student Affairs Administrators in Higher Education (NASPA), Quality Matters (QM), and EDUCAUSE.
David Raths, “Where Flipped Learning Research Is Going,” Campus Technology, April 15, 2015.
While most agree that the flipped classroom model benefits learning, researchers are delving into the details and exploring the many facets of a flip.
Raths examines a number of research efforts to analyze the effect of active learning within flipped class models on student outcomes. Efforts include side by side comparison of ‘traditional’ and ‘flipped’ courses in the same subject, as well as close analysis of active learning elements to measure the effectiveness of individual components.
Given the flexibility afforded by digital technology, we have a significant opportunity to modify the way we present material to students, such that presentation is strategically designed to increase the efficiency of learning.
This brief article considers the role of MOOCs as “a way to enhance the educational experience itself ” by incorporation into traditional class offerings. The use of MOOC materials, innovative video lectures, and other digital tools to present information allows in-class activity to focus on the promotion of active learning by engaged students.