A weekly update from Contact North ǀ Contact Nord, Ontario’s Distance Education & Training Network
Now on teachonline.ca:
CONTACT NORTH | CONTACT NORD SELECTED AS HOST AND ORGANIZER OF THE 27TH INTERNATIONAL COUNCIL FOR OPEN AND DISTANCE EDUCATION (ICDE) WORLD CONFERENCE IN TORONTO, CANADA IN 2017
During the closing ceremony of the 26th International Council for Open and Distance Education (ICDE) World Conference hosted by the University of South Africa (UNISA) in Sun City, South Africa, ICDE announced Contact North I Contact Nord as the host of the 27th ICDE World Conference to be held in Toronto from October 17–19, 2017.
An estimated 1,000 faculty members/instructors from colleges and universities, practitioners, experts, policy-makers, academic decision-makers and technology providers involved in the field of online and distance education Africa, Arab States, Asia and the Pacific, Europe and North America, Latin America and the Caribbean will converge in Toronto for this bi-annual summit.
Mark your calendar and sign-up today at www.contactnorth.ca/icde2017 to receive updates and information on the ICDE 2017 World Conference.
LEARNING AND THE WORLD OF “APPS”
An “app” is defined as a self-contained program or piece of software designed to fulfil a particular purpose; it can run on the Internet, a computer, a smartphone, or any other electronic device.
A 2015 report from McGraw-Hill Education, The Impact of Technology on College Student Study Habits, found that 81% of US college students use mobile devices to study. Three-quarters of students report that adaptive technology, which responds to their input and results, has helped them to improve their grades.
Read Learning and the World of “Apps” to learn 13 apps used in learning and uncover where the world of “apps” is going in the future.
NEW VIDEOS RESOURCES FOR FACULTY AND INSTRUCTORS TEACHING ONLINE AND AT A DISTANCE
THIRD VIDEO IN A FOUR-PART SERIES
Dr. Stephen Murgatroyd, Contact North | Contact Nord’s Chief Innovation Officer has developed a series of four short videos (10 – 12 minutes in length) to help faculty and instructors teaching online and at a distance address four critical issues.
The third video in the series is Rapid Course Development and presents a practical and well-tried approach to developing courses quickly using time-based story boards and basic instructional design methods. The video suggests that courses be looked at in terms of weeks of activity, with each week focused on learning outcomes and necessary activities, assessments, and needed learning materials all of which enable the achievement of the learning outcomes. Such a design has to account for different kinds of learners, different learning styles and different kinds of activities for different components of the course.
Watch the video now!
The final video in the series will be launched in the next issue of Online Learning News.
TEACHING IN A DIGITAL AGE WEBINAR SERIES
THE SECOND OF FOUR INTERACTIVE WEBINARS BY CONTACT NORTH | CONTACT NORD RESEARCH ASSOCIATE DR. TONY BATES
Register today for a free 45-minute webinar on Choosing Media – How They Differ and How to Make the Best Choices for My Teaching on Tuesday, November 3, 2015, at 1:00 p.m. Eastern.
- How do media differ pedagogically?
- How can new media and technologies be analyzed to assess their benefits and limitations for teaching and learning?
- Which criteria or questions can guide me in selecting among various media for my specific learning objectives and situations?
The webinar focuses on Chapters 6, 7 and 8 of Teaching in a Digital Age and features a presentation by Dr. Bates during which he asks for questions and comments throughout on the topics being discussed.
The webinar is recorded, including all questions and answers, and is available for viewing upon completion.
Click here to read Teaching in a Digital Age: Guidelines for Teaching and Learning.
Register now to avoid disappointment.
Visit Teaching in a Digital Age Webinar Series for information on past and upcoming webinars.
For Faculty and Instructors
Bailey, S. (2014) Effective Academic Writing – A Handbook for International Students. London: Routledge. 4th Edition.
Faculty members and instructors are concerned about writing skills and competencies. This book helps address this issue and, while targeted at international students, it is relevant for all students irrespective of background or level of study. Practical, helpful and focused, it is part of Worth Reading as it is full of practical activities and suggestions for writing improvement – there is also a companion website with more activities and opportunities for learning. Rather than fret about the writing skills of students, this book helps faculty members and instructors support improved writing.
Howard, J.R. and Weimer, M. (2015) Discussion in the College Classroom: Getting Your Students Engaged and Participating in Person and Online. New York: Wiley.
Engaged students is the mantra for effective teaching and learning, but it is not always easy. Designing classroom and online activities for engagement is one thing, but getting students to truly engage is another. Empirically informed, focused and full of cases and experience, this book is a must for those of us who seek to deepen student learning, knowledge and understanding. Evidence from behavioural science, sociology and neuroscience are used to inform suggestions for practice.
For Instructional Designers
Allen, M. and Sites, R. (2012) Leaving Addie for Sam: An Agile Model for Developing the Best Learning Experiences. New York: ASTD
All who have trained in instructional design use some version of ADDIE (analyze-design-develop-implement-evaluate). It works, but tells us little about effective design. The authors – both experienced instructional designers – have developed a different approach which uses what they call the Successive Approximation Model (SAM). It is based on effective and established design principles and involves prototyping and agile development (the new term for rapid course development). Using a “savvy start”, prototypes are constantly developed and refined until all are satisfied that the program or course is robust and effective. You can read more about this approach here http://www.alleninteractions.com/sam-process. The key to this thinking is to do more quickly and develop design instincts.
For Academic Policy Makers and Administrators
Henry, R., Marshall, S. and Ramburuth, P. [eds.] (2014) Improving Assessment in Higher Education – A Whole Institution Approach. Kensington, NSW: University of New South Wales Press.
Quality is a key issue in higher education and the focus of a great deal of policy and administrative effort, both within institutions and within and across jurisdictions. At the heart of quality is the question of assessment: are we being rigorous in the way we assess and evaluate students? Fairness, consistency, comparability and other policy matters dominate this thinking. This book looks at an institution-wide project on assessment at the University of New South Wales in Australia and its impact on practice, policy and the experience of students. With insightful essays and useful analysis of what happened in each Faculty, the book seeks to find lessons and recommendations which would be useful to all institutions of higher education. In this it succeeds, with a strong emphasis on assessment for learning as well as assessment of learning. You can read a summary of what is in this book at http://www.jstor.org/stable/j.ctt5vkq31.
Visit http://teachonline.ca/trends-directions/worth-reading for previous editions of Worth Reading.