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.”
This blog post from the Education Advisory Board articulates the key factors (and their definitions!) that UW-Madison leaders used to determine which of their undergraduate courses were impeding timely graduation. These factors might serve as inspiration for UO or other comparable institutions.
Step One in Eliminating Course Bottlenecks: Find The Cause (EAB, January 2016)
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 interview with Anant Agarwal, CEO of edX, covers the growth of edX and his ideas about where higher ed is headed.
We think universities will just get transformed. You still need the content and the course and the professors who provide them. What will be altered is the way it is delivered.
Bhargava, Anjuli. April 20, 2016. “Micro master’s is future of online learning: Anant Agarwal.” Business Standard.
This episode of the Driving Participation podcast from Iris Creative covers trends in micro-credentialing, including digital badges. Links to useful resources on the subject are included.
Beth Brodovsky and Sondra Smith, “Session 097: How to Engage Members with Education.” Driving Participation podcast, March 23, 2016.
OSU Ecampus has just launched Research in Action, a weekly podcast about topics and issues related to research in higher education. The podcast features a range of guest experts from colleges and universities across the country and internationally. Each Research in Action episode also has show notes and a transcript on the website.
You can find the podcast on iTunes, Stitcher, and Soundcloud. There is also a website, Twitter account (@RIA_podcast), voicemail line (541-737-1111), and email address (firstname.lastname@example.org). You can also subscribe via the RSS feed. If you want monthly updates about episodes, you can add yourself to an email list on the website.
Continuing education units at Wisconsin, Washington, Georgia Tech, UCLA, UC Davis, and UC Irvine are collaborating on low-cost micro credentials offered via a common storefront, the University Learning Store. Individual courses address topics common to the needs of many working professionals, cost between $50 and $150 apiece, include a digital badge as proof of competency, and can be stacked into certificates. Current certificates include:
- Workplace Writing
- Effective Business Writing Skills
- Business Communications
- Global Business Communication
Bolkan, Joshua. “6 Universities Partner on Credentialing Initiative.” Campus Technology, March 22, 2016.
UMassOnline, the University of Massachusetts’ online consortium, has announced the first non-credit badge program, in Project Risk Management, offered through the College of Advancing and Professional Studies (CAPS) at UMass Boston. …
The Project Risk Management badge is a self-paced online sequence of modules that covers the six steps of project risk management as prescribed by the Project Management Body of Knowledge (PMBOK).
“UMassOnline Launches Badge Program,” eCampus News, March 31, 2016.
Corequisite remediation is one of several strategies colleges are using to increase the outcomes of students who test into developmental education.
Mathewson, Tara Garcia. “Fixing Remediation at Scale with Corequisite Courses.” EducationDIVE, March 30, 2016.